programevaluationreport* agency* · pdf fileprogramevaluationreport ... o2.1.4 provide...

Legislative*Oversight*CommitteeSouth&Carolina&House&of&Representatives

Post&Office&Box&11867

Columbia,&South&Carolina&29211

Telephone:&(803)&212H6810&•&Fax:&(803)&212H6811

Program*Evaluation*Report*Agency*Responses

Submitted*by

Deaf*and*the*Blind,*School*for*the*July*27,*2015

Strategically Planned Public Benefits

PER$Version,2$June,2015$Agency,Responses

Deaf and the Blind, School for the 7/27/15

$2505 Hours1

Information Requested below is also requested in…Accoountability Report 2013-2014, State Report CardAgency Discussion and Analysis (Pages A-2 to A-7)

G# S# O# Description Public Benefits

G1 Improve student achievement in English Language Arts High quality educational programming is essential to assist children with sensory impairments (deaf/hard of hearing, blind/visual impairment, and sensory multi-disabled) realize their maximum potential.

S1.1 Develop a campus-wide focus on literacy Lasting improvements in reading achievement is essential. Children with limited reading skills struggle to learn and are at risk for diminished success over their lifetimes.

O1.1.1 Develop a campus-wide literacey focus around the theme of Read for Your Life Reading is essential for success, and children learn best when provided a motivated environment that supports them as they learn.

O1.1.2 Investigate the need for a literacy coach and secure future funding for such a position, if warranted The reading coaching model provides an ongoing professional development system for teachers to develop and implement best practices in reading instruction ultimately improving student reading performance.

O1.1.3 Read across the curriculum in all content areas Children becomes better readers when provided increased opportunities to read a wide variety of material.O1.1.4 Provide reading materials, as needed Children have an increased quantity and diversity in texts in classrooms and residential setting.O1.1.5 Provide professional development in reading/literacy for educational and residential staff Assure that children are served by staff who provided effective reading instruction.O1.1.6 Seek appropriate assessments to determine student performance in reading Assessments inform instruction by providing essential data on student progress and areas of weakness.

O1.1.7 Provide professional development in using reading assessment performance to guide teaching and learning The analysis of student reading levels assists teachers to provide direct instruction designed to meet the individual learning needs of each student.

O1.1.8Provide professional development in the effects of poverty on student performance for educational and residential staff Environmental factors can make children more vulnerable and negatively impact their social and emotional development. Understanding

the influence of poverty on a child's development assists staff to recognize how such circumstances can impact a child's ability to be successful in school.

S1.2 Effectively use instructional time to improve student performance Maximizing academic learning time engages students in productive learning.O.1.2.1 Develop strategies to protect core instructional time Engaging students in appropriately leveled instruction insures that learning is taking place.

01.2.2 Schedule related services so that core instructional time is not interrupted Students received needed related services (occupational therapy, physical therapy, speech therapy, orientation and mobility training) without continuous disruption to the school day, particularly in core content areas.

01.2.3 ,Improve,master,scheduling,to,reduce,the,amount,of,lost,instructional,time,due,to,transition Coordination,of,schedules,for,all,schools,allowed,students,to,be,transported,to,attend,Career,and,Technology,classes,in,an,efficient,manner,as,possible.

O1.2.4 ,Provide,training,to,principals,in,instructional,leadership A,summer,leadership,academy,for,administrators,afforded,principals,needed,training,in,effective,instructional,leadership.,,

O1.2.5 Provide time for principals to conduct classroom observations Coordination of division meeting schedules reduced the amount of time principals were required to attend meetings outside of their schools allowing principals increased time to conduct classroom observations.

O1.2.6 Secure,a,tool,for,classroom,observations After,much,research,on,the,observation,tools,available,for,purchase,,the,CIO,at,SCSDB,developed,an,effectiveobservation,tool,for,the,school,saving,the,agency,the,cost,to,purchase,an,observation,database.

G2 Ensure safety for students and staff Safety is a priority at SCSDB.S2.1 Provide a safe environment during school and residential time A campus safety and security team meets on a regular basis to reduce the potential for accidents and security risks.

O2.1.1 Evaluate campus grounds and facilities for needed improvements to ensure a safe environment The buildings, grounds, and equipement are inspected regularly for potential hazards an compliance with OSHA standards.O2.1.2 Evaluate campus grounds and facilities for needed improvements to ensure accessibility in creating safe environment The buildings, grounds, and equipement are inspected on a regular basis to insure accessiblity compliance with ADA requirements.

O2.1.3 Make improvements, as warranted, based upon evaluation of campus for safety issues Upon each inspection, the maintenance department completes any repairs or upgrades in order to continue to maintain a safe envirionment.

O2.1.4 Provide electronic building access system to provide a safe and secure environment Newly installed electronic building access systems insure secure facilities for students and staff members.

Agency RespondingDate of Submission

From Strategic Planning Template agency submitted in its 2013-14 Accountability Report

CostTotal Employee Time# of Employees who worked on it

Similar Information Other Report:Question # of the Other Report:

Instructions: Below is the information included in the "goals, strategies, objectives and description" columns of the Strategic Planning template the agency submitted in its 2013-14 Accountability Report, if the agency was required to submit an Accountability Report. Update with any changes from 2014-15 and in the "Public Benefits" column, type the public benefit provided or public harm prevented by accomplishment of each goal, strategy and objective (i.e. tangible benefit realized by citizens).

Resources utilized to Complete Chart

Strategically Planned Public Benefits


O2.1.5 Continue installation of building notification system Building electonic notification systems provide visual and auditory alarm notifications that are accessible for the agency's sensory impaired population.

O2.1.6 Continue to review emergency procedures and provide training, as needed The safety and security team review procudures and provide training to students and staff in areas such as bus evacuation, campus lock down, weather hazard procedures, CPR, emergency drills, first aid, defensive driving, kitchen safety, and so on.

O2.1.7 Provide an additional School Resource Officer as funding is available Through partnership with the Spartanburg County Sheriff's Office, a second shift school resource officer has been secured.G3 Develop clear communication procedures Effective communication creative a more efficient environment reducing the amount of time spent in duplicating responses.

S3.1 Develop clear communication points for each division Clear lines of communication and communication points for each division improved the overall agency climate.

O3.1.1 Establish a communication philosophy for the School for the Deaf The School for the Deaf participated in several research studies focused to improve communication and literacy for deaf students. Additionally, SCSDB continued to explore the cochlear implant program.

O3.1.2 Establish talking points to communicate the inventory of services for each division/department An inventory of services was developed for each division to communicate clearly the role of each division.

S3.2 Develop communication protocols between educational and residential staff The establishment of communication protocols improved communication between three shfits of staff members that serve students while on campus.

O3.2.1 Determine what information needs to be shared and who will share the information between the educational program and residential program

A stronger partnership was developed between residential and educational staff.

O3.2.2 Establish agreed upon communication methods between educational staff and residential staff Improvements were made in the lines of communication concerning student discipline, student health, homework assignments, and improving student independence.

G4 Improve the effective use of technology The nextwork infrastructure was improved to provide complete coverage of campus increasing wireless access points and improving nextwork security with a "Next Generation" security appliance.

S4.1 Effectively integrate instruction into technology Student opportunities in effectively using technology were increased.

O4.1.1 Implement one to one devices as funding is available An accessible, one to one device program was implemented that included assistive technology such as refreshable braille, voice capabilities, and other accessibility features.

O4.1.2 Provide professional development training to staff in the effective use of technology Online and face to face training are provided to staff on a regular basis. O4.1.3 Hire a technology integrator/coach/coordinator as funding is available Technology integrator provides training and support to students and staff on a daily basis.O4.1.4 Secure and implement instructional technology resources An online resource library of instructional materials and resources is available for staff.O4.1.5 Determine and implement accountability measures for technology proficiency Technology proficiency is assessed through individual formative assessment of student use.

G5 Develop and implement a recruitment plan A focus for recruitment of students and staff was provided.S5.1 Develop and implement a staff recruitment plan Students were provided instruction by certified, highly qualified staff, particularly in critical need areas.

O5.1.1 Attend recruitment fairs to seek highly qualified staff The HR director participated in recruitment events seeking highly qualified staff.

O5.1.2 Recruit highly qualified staff from colleges and universities prior to graduation SCSDB partnered with local colleges and teacher cadet programs in high schools to create an awareness of SCSDB and the opporunities available.

O5.1.3 Establish partnerships with major universities to recruit highly qualified staff Partnerships were developed with institutions of higher learning.O5.1.4 Develop recruitment materials to give to potential staff Recruitment materials and presentation boards are available.

S5.2 Develop and implement a student recruitment plan An analysis of student exit information provided focus for areas of improvement in student recruitment.O5.2.1 Develop recruitment materials for parents and school districts Recruitment materials are available and shared with parents/local school districts.O5.2.2 Develop and implement a retention plan to include evaluation of exit survey information Exit survey data demonstrated areas of focus for improvement.

O5.2.3 Provide an opportunity for Outreach staff to visit campus on a regular school day as part of developing ambassadors for SCSDB

Outreach staff is better informed of campus program and serve as important links between local school districts and school program.

O5.2.4 Provide an opportunity for division/department staff members to visit schools as part of developing ambassadors for SCSDB SCSDB operates in a more seamless unit rather than individual departments.O5.2.5 Create a virtual tour of SCSDB A virtual tour of Walker Hall is available on school webpage.

Strategic Plan - Responsibility



$1002 hours1

Information Requested below is also requested in…Agency Internal Strategic Plan Responsibility Chart

G# S# O# Description Name Position Office Address Dept/Divison Dept/Division Summary

G1

Improve student achievement in English Language Arts Page B. McCraw Director of Curriculum and Instruction

355 Cedar Springs Road, Spartanburg, SC 29302

Curriculum and Instruction, President's Office

The Office of Curriculum and Instruction deals with all educational matters related to instruction included standards, curriculum, textbooks and materials, testing, teacher certfication, reading coaches, professional development,etc. This position is similar to an Assistant Superintendent in a School District.

S1.1

Develop a campus-wide focus on literacy Page B. McCraw Director of Curriculum and Instruction




O1.1.1

Develop a campus-wide literacey focus around the theme of Read for Your Life

Page B. McCraw Director of Curriculum and Instruction






Responsible Lead (i.e. Employee who has primary responsibility/accountability for ensuring goal, strategy or objective is met or exceeded)

CostTotal Employee Time# of Employees who

Similar Information Other Report:Question # of the Other

Instructions: Copy and paste the information from the agency's Strategically Planned Public Benefits Chart into the first four columns. In the remaining columns please provide information about the individual who has primary responsibility/accountability for each goal, strategy and objective (i.e. Responsible Lead). The Responsible Lead has employees and possibly even different teams of employees beneath him/her to help accomplish the objective. However, the Responsible Lead is the person who, in conjunction with his/her team and approval from higher level superiors, sets the performance measure targets and heads the gameplan for how to accomplish the goal, strategy or objective for which they are responsible. Under the "Position" column, type the Responsible Lead's position at the agency. Under "Office Address" column, type the address for the office from which the Responsible Lead works. Under the "Department/Division" column, type the department or division at the agency in which the Responsible Lead works. Under the "Department/Division Summary" column, type a brief summary (no more than 1-2 sentences) of what that department or division does in the agency.




O1.1.2

Investigate the need for a literacy coach and secure future funding for such a position, if warranted





O1.1.3

Read across the curriculum in all content areas Page B. McCraw Director of Curriculum and Instruction




O1.1.4

Provide reading materials, as needed Page B. McCraw Director of Curriculum and Instruction




O1.1.5

Provide professional development in reading/literacy for educational and residential staff





O1.1.6

Seek appropriate assessments to determine student performance in reading





O1.1.7

Provide professional development in using reading assessment performance to guide teaching and learning







O1.1.8

Provide professional development in the effects of poverty on student performance for educational and residential staff





S1.2

Effectively use instructional time to improve student performance

Sara Kollock Director of Educational Services


Office of Educational Services

The Office of Educational Services oversees the four schools on campus which include the School for the Deaf, the School for the Blind, the Applied Academic Center, and Cedar Springs Academcy (Sensory Multi-Disabled School).

O.1.2.1

Develop strategies to protect core instructional time Sara Kollock Director of Educational Services




01.2.2

Schedule related services so that core instructional time is not interrupted

Travis Durham Director of Related Services


Office of Related Services

The Office of Related Services supervises nursing, speech, school psychology, occupational therapy, physical therapy, school guidance, PBIS, medical care, and medicaid.

01.2.3

,Improve,master,scheduling,to,reduce,the,amount,of,lost,instructional,time,due,to,transition

Cherie Winkler Teacher Quality/Teacher Certification/Textbooks and Testing Coordinator




O1.2.4

,Provide,training,to,principals,in,instructional,leadership Sara Kollock Director of Educational Services




O1.2.5

Provide time for principals to conduct classroom observations







O1.2.6

Secure,a,tool,for,classroom,observations Page B. McCraw Director of Curriculum and Instruction




G2Ensure safety for students and staff Bill James Past Director of

Operations355 Cedar Springs Road, Spartanburg, SC 29302

School Operations The Director of Operations during 2013-2014 supervised maintenance, finance, HR, and transportation.

S2.1Provide a safe environment during school and residential time

Bill James Past Director of Operations



O2.1.1Evaluate campus grounds and facilities for needed improvements to ensure a safe environment




O2.1.2Evaluate campus grounds and facilities for needed improvements to ensure accessibility in creating safe environment




O2.1.3Make improvements, as warranted, based upon evaluation of campus for safety issues




O2.1.4Provide electronic building access system to provide a safe and secure environment

Trad Robinson CIO 355 Cedar Springs Road, Spartanburg, SC 29302

Chief Information Office

The Chief Information Office oversees IT, IT Security, Instructional Technology, and Public Information.

O2.1.5Continue installation of building notification system Trad Robinson CIO 355 Cedar Springs

Road, Spartanburg, SC 29302



O2.1.6Continue to review emergency procedures and provide training, as needed

Scott Ramsey Director of Safety/Security and Governmental Affairs


President's Office The President's Office is the Agency Head Office and associated areas of supervision.

O2.1.7Provide an additional School Resource Officer as funding is available

Scott Ramsey Director of Safety/Security and Governmental Affairs



G3

Develop clear communication procedures Sara Kollock Director of Educational Services




S3.1

Develop clear communication points for each division Sara Kollock Director of Educational Services






O3.1.1

Establish a communication philosophy for the School for the Deaf





O3.1.2Establish talking points to communicate the inventory of services for each division/department

Maggie Park Past President 355 Cedar Springs Road, Spartanburg, SC 29302


S3.2Develop communication protocols between educational and residential staff

John Reynolds Director of Residential Life Services, Transportation


Office of Residential Life Services and Transportation

The Office of Residential Life Services oversees all components of Residential Program and Transportation.

O3.2.1Determine what information needs to be shared and who will share the information between the educational program and residential program





O3.2.2Establish agreed upon communication methods between educational staff and residential staff





G4Improve the effective use of technology Trad Robinson CIO 355 Cedar Springs




S4.1Effectively integrate instruction into technology Trad Robinson CIO 355 Cedar Springs




O4.1.1Implement one to one devices as funding is available Trad Robinson CIO 355 Cedar Springs




O4.1.2Provide professional development training to staff in the effective use of technology




O4.1.3Hire a technology integrator/coach/coordinator as funding is available




O4.1.4Secure and implement instructional technology resources Trad Robinson CIO 355 Cedar Springs




O4.1.5Determine and implement accountability measures for technology proficiency




G5Develop and implement a recruitment plan Monique Callaham HR Director 355 Cedar Springs


Office of Human Resources

The Office of Human Resources oversees all aspects of this personnel division and supervise ASL program.

S5.1Develop and implement a staff recruitment plan Monique Callaham HR Director 355 Cedar Springs




O5.1.1Attend recruitment fairs to seek highly qualified staff Monique Callaham HR Director 355 Cedar Springs






O5.1.2Recruit highly qualified staff from colleges and universities prior to graduation

Monique Callaham HR Director 355 Cedar Springs Road, Spartanburg, SC 29302



O5.1.3Establish partnerships with major universities to recruit highly qualified staff

Maggie Park Past President 355 Cedar Springs Road, Spartanburg, SC 29302


O5.1.4

Develop recruitment materials to give to potential staff Katie Rice The President's Office is the Agency Head Office and associated areas of supervision.




S5.2

Develop and implement a student recruitment plan Linda Coon Director of Student Services/Special Education


Office of Student Services

The Office of Student Services oversees special education, records, student advocacy, state reporting, campus reception and mail, student recruitment, and community relations.

O5.2.1Develop recruitment materials for parents and school districts

Katie Rice Public Relations Coordinator




O5.2.2

Develop and implement a retention plan to include evaluation of exit survey information

Linda Coon Director of Student Services/Special Education


Office of Student Services

The Office of Student Services oversees special education, records, student advocacy, state reporting, campus reception and mail, student recruitment, and community relations.

O5.2.3

Provide an opportunity for Outreach staff to visit campus on a regular school day as part of developing ambassadors for SCSDB

Scott Falcone Director of Outreach Services

101 Executive Center Drive, Suite 120, Saluda Building, Columbia, SC 29210

Statewide Division of Outreach Services

The Statewide Division of Outreach Services oversees programs at all three locations to include Spartanburg Campus, Colson Center in Charleston, and Outreach Center in Columbia. Programs of supervision include Braille Production Center, Instructional Resource Center, Kelly's Kids, Interpreting Services, Vision Services, Deaf/Hard of Hearing Services, Early Intervention, First Step Partnerships, and SCDOE Partnerships.

O5.2.4

Provide an opportunity for division/department staff members to visit schools as part of developing ambassadors for SCSDB





O5.2.5Create a virtual tour of SCSDB Trad Robinson CIO 355 Cedar Springs




Strategically Planned Partners



$3006 hours1

Information Requested below is also requested in…None

G# S# O# Description Current Partner Entities Ways Agency works with Current Partners

G1 Improve student achievement in English Language Arts SC State Department of Education Educational Programs

S1.1 Develop a campus-wide focus on literacy SC State Department of Education Educational Programs


Agency Responding

Other Report:Question # of the Other Report:

Instructions: Please copy and paste the information from the Strategically Planned Public Benefits Chart into the first four columns of this chart. Under the column labeled, "Current Partner Entities" list all entities the agency is currently working with that help the agency accomplish the goal, strategy or objective. Under the "Ways Agency works with Current Partners," type in general terms the ways the agency works with the entity and projects/initiatives on which they work together. List only one partner per row. If there are multiple partner entities for a particular goal, strategy or objective, copy and paste that row as many times as needed so each current partner entity is on a separate row.

Date of Submission

Similar Information



NOTE: If a partner entity applies to an objective, should the agency list the entity again under the strategy that objective supports and goal that strategy supports? No, since objectives are supposed to support strategies, the partner entites listed for an objective will technically also be a partner entity for the strategy that objective is under. HOWEVER, for purposes of this chart, list only the partner entities that are unique to each objective, strategy or goal. Therefore, partner entites that are listed by a strategy, relate to that strategy, but do not relate to any of the objectives under that strategy (because if it did, it would be listed beside that objective). In the same way, partner entites that are listed by a goal, relate to that goal, but do not relate to any of the strategies or objectives under that goal.How should the agency handle entities it works with on multiple objectives or strategies? While the same partner entity should not be listed beside a strategy if it relates to an objective under the strategy or a goal if it relates to the strategy or objective under that goal; a partner entity may be listed multiple times if the agency works with it on multiple objectives that are under different strategies or on multiple strategies that are under different goals.



O1.1.1 Develop a campus-wide literacey focus around the theme of Read for Your Life

SC State Department of Education Educational Programs

O1.1.2 Investigate the need for a literacy coach and secure future funding for such a position, if warranted


O1.1.3 Read across the curriculum in all content areas SC State Department of Education Educational Programs

O1.1.4 Provide reading materials, as needed SC State Department of Education Educational Programs

O1.1.4 Provide reading materials, as needed The Walker Foundation Books for Children

O1.1.4 Provide reading materials, as needed Department of Corrections, Leath Braille Materials/Books

O1.1.5 Provide professional development in reading/literacy for educational and residential staff


O1.1.6 Seek appropriate assessments to determine student performance in reading


O1.1.7 Provide professional development in using reading assessment performance to guide teaching and learning


O1.1.8Provide professional development in the effects of poverty on student performance for educational and residential staff

SC State Department of Education Office of Special Education Programs, PBIS

O1.1.8Provide professional development in the effects of poverty on student performance for educational and residential staff

The United Way Poverty Training/Opening Speaker

S1.2 Effectively use instructional time to improve student performance


O.1.2.1 Develop strategies to protect core instructional time SC State Department of Education Educational Programs

01.2.2 Schedule related services so that core instructional time is not interrupted


01.2.3 ,Improve,master,scheduling,to,reduce,the,amount,of,lost,instructional,time,due,to,transition


O1.2.4,Provide,training,to,principals,in,instructional,leadership SCASA Leadership Professional Development Opportunties/Division

Meetings

O1.2.4 ,Provide,training,to,principals,in,instructional,leadership SC State Department of Education Leadership Professional Development Opportunties

O1.2.5 Provide time for principals to conduct classroom observations


G2 O1.2.6Secure,a,tool,for,classroom,observations SCASA Leadership Professional Development Opportunties/Division

Meetings

G2Ensure safety for students and staff SCASA Leadership Professional Development Opportunties/Division

Meetings



G2 Ensure safety for students and staff SCSBA Leadership Professional Development Opportunties

S2.1 Provide a safe environment during school and residential time

Spartanburg Sheriff's Department School Resource Officers

O2.1.1 Evaluate campus grounds and facilities for needed improvements to ensure a safe environment

SC State Department of Education School Safety

O2.1.2Evaluate campus grounds and facilities for needed improvements to ensure accessibility in creating safe environment


O2.1.3 Make improvements, as warranted, based upon evaluation of campus for safety issues


O2.1.4 Provide electronic building access system to provide a safe and secure environment


O2.1.5 Continue installation of building notification system SC State Department of Education School Safety

O2.1.6 Continue to review emergency procedures and provide training, as needed


O2.1.7 Provide an additional School Resource Officer as funding is available


G3 Develop clear communication procedures SC State Department of Education Educational Programs

S3.1 Develop clear communication points for each division SC State Department of Education Educational Programs

O3.1.1Establish a communication philosophy for the School for the Deaf

CEASD Accreditation for School for the Deaf, Professional Development Conferences

O3.1.2 Establish talking points to communicate the inventory of services for each division/department


S3.2 Develop communication protocols between educational and residential staff


O3.2.1Determine what information needs to be shared and who will share the information between the educational program and residential program

School Improvement Council Parental Involvement

O3.2.2 Establish agreed upon communication methods between educational staff and residential staff


G4 Improve the effective use of technology SCASA Technology Division Meeting

G4 Improve the effective use of technology SC State Department of Education PowerSchool/Enrich

G4 Improve the effective use of technology SC CIO Office Agency Technology SecurityS4.1 Effectively integrate instruction into technology SCASA Technology Division Meeting

O4.1.1 Implement one to one devices as funding is available SCASA Technology Division Meeting

O4.1.1 Implement one to one devices as funding is available Spartanburg School District 7 One to One Device Training for Mainstream Students



O4.1.2 Provide professional development training to staff in the effective use of technology

SCASA Technology Division Meeting

O4.1.3 Hire a technology integrator/coach/coordinator as funding is available


O4.1.4 Secure and implement instructional technology resources SCASA Technology Division Meeting

O4.1.5 Determine and implement accountability measures for technology proficiency


G5 Develop and implement a recruitment plan SC State Department of Education Educational Programs

S5.1 Develop and implement a staff recruitment plan SC State Department of Education Educational Programs

O5.1.1 Attend recruitment fairs to seek highly qualified staff SC State Department of Education Educational Programs

O5.1.2 Recruit highly qualified staff from colleges and universities prior to graduation


S5.2 O5.1.3 Establish partnerships with major universities to recruit highly qualified staff

University of SC Upstate Vision Teacher Certification Program

S5.2 O5.1.3 Establish partnerships with major universities to recruit highly qualified staff

Converse College Deaf/Hard of Hearing Teacher Certification Program

O5.1.4 Develop recruitment materials to give to potential staff SC State Department of Education Educational Programs

Develop and implement a student recruitment plan SC State Department of Education Educational Programs

O5.2.1 Develop recruitment materials for parents and school districts


O5.2.2 Develop and implement a retention plan to include evaluation of exit survey information


O5.2.3Provide an opportunity for Outreach staff to visit campus on a regular school day as part of developing ambassadors for SCSDB


O5.2.4Provide an opportunity for division/department staff members to visit schools as part of developing ambassadors for SCSDB


O5.2.5 Create a virtual tour of SCSDB SCASA Technology Division Meeting

Partner Details


Agency Responding Deaf and Blind, School for theDate of Submission 7/27/15

Resources utilized to Complete ChartCost $250 Total Employee Time 5 hours# of Employees who worked on it 10

Similar Information Requested Information Requested below is also requested in…Other Report: N/AQuestion # of the Other Report: N/A

Name of Partner Entity SC State Department of Education SC State Department of Education-OSEPWhat type of entity is the Partner entity? State Agency State AgencyOther Entity Explanation Partnership with SC Department of Education Office of Special Education Services

to provide statewide Hearing and Vision Consultants; Project Magnify and the Instructional Resource Center.

# of years as Partner Entity to Agency 159 Years 15 YearsContribute Cash or In-Kind Services, Products? (Y or N) No Yes – PDC/IDEA funds began with IRC in 2002; Vision Consultant added in 2004;

Project Magnify added in 2005; Hearing Consultant added in 2008. We provide space and percentages of salaries.

Avg. Annual Value of Cash or In-Kind Contribution $638,899.00 – Federal IDEA flow throughProvide Volunteers? (Y or N) No NAvg. Annual Volunteer Hours N/APart of Mission to Help Agency? (Y or N) Yes YesCreated by Agency? (Y or N) Yes Yes – initiated by SC DOE (Susan Durant)

Instructions: For each of the Partner Entities listed in the Strategically Planned Partners Chart, provide the details requested below for each. Beside "Type of Entity" state the type of entity the partner entity falls within from the drop down menu. If the entity does not fall within of the categories that appears, select "other" and then describe the type of entity in the next row labeled, "Other Entity Explanation." Next to "Contribute Cash or In-Kind Services/Products?" type Y or N to indicate, Yes the entity contibutes cash or in-kind services/products to the agency or No the entity does not. If the response is Y, include the

average annual value of the cash or in-kind contribution over the last five fiscal years on the next row beside "Avg. Annual Value of Cash or In-Kind." Next to "Provide Volunteers?" type Y or N to indicate, Yes the entity provides volunteers to the agency or No the entity does not. If the response is Y, include the average annual number of volunteer hours over the last five fiscal years on the next row beside "Avg.

Annual Volunteer Hours." Next to, "Part of Mission to Help Agency?" type Y or N to indicate, Yes part of the entity's mission is to help the agency or No it is not. On the next row, beside "Created by Agency?" type Y or N to indicate, Yes the entity was created by the agency or No it was not. NOTE: Responses are not limited to the number of columns below that have borders around them, please list all that are

applicable.

Partner Details


Name of Partner Entity The Walker Foundation Department of Corrections, LeathWhat type of entity is the Partner entity? Non-Profit State AgencyOther Entity Explanation Partnership with SC Department of Corrections to provide statewide accessible

braille state adopted textbooks to K-12 students in South Carolina; additionally, the BPC sells books to other states if a certain book is already embossed and not being used by South Carolina.

# of years as Partner Entity to Agency 36 Years 15 YearsContribute Cash or In-Kind Services, Products? (Y or N) Yes Yes – DOC / Prison Industries invested over 100K on equipment to start the Braille

Production along with providing space for SCSDB to utilize; In January 2007, SCSDB purchased the Braille Production from DOC/Prison Industries for 28K which is now known as the Braille Production Center owned by SCSDB. All inmates and the manager became SCSDB employees at this time of purchase.

Avg. Annual Value of Cash or In-Kind Contribution Cash-$386,000, In-Kind-$20,000 Space at Leath along with utility usage and limited network usage.Provide Volunteers? (Y or N) No NoAvg. Annual Volunteer Hours No N/APart of Mission to Help Agency? (Y or N) Yes YesCreated by Agency? (Y or N) No Yes – initiated by DOC and SCSDB took over complete control of the BPC in 2007

Name of Partner Entity The United Way SC Association of School Administrators (SCASA)What type of entity is the Partner entity? Non-Profit OtherOther Entity Explanation Leadership Professional Development Opportunities, Monthly Division Meetings

(Superintendent Group, Instructional Leaders Group, IT Group, Testing Group, Special Education Director's Group, etc.

# of years as Partner Entity to Agency Gifts in Kind-Approximately 6 years 4 YearsContribute Cash or In-Kind Services, Products? (Y or N) Yes NoAvg. Annual Value of Cash or In-Kind Contribution Cash-$2,325.54, In-Kind-$15,000Provide Volunteers? (Y or N) Yes NoAvg. Annual Volunteer Hours 8 hoursPart of Mission to Help Agency? (Y or N) No YesCreated by Agency? (Y or N) No Yes

Partner Details


Name of Partner Entity SC School Board Association (SCSBA) Spartanburg Sheriff's DepartmentWhat type of entity is the Partner entity? Other OtherOther Entity Explanation Policy Services and School Law Services Local Law Enforcement-School Resource Officers# of years as Partner Entity to Agency 4 Years Since 1988Contribute Cash or In-Kind Services, Products? (Y or N) NO YesAvg. Annual Value of Cash or In-Kind Contribution Grant Partnership held by Spartanburg County Sheriff's OfficeProvide Volunteers? (Y or N) No NoAvg. Annual Volunteer HoursPart of Mission to Help Agency? (Y or N) Yes YesCreated by Agency? (Y or N) Yes YesName of Partner Entity CEASD School Improvement CouncilWhat type of entity is the Partner entity? Other CommitteeOther Entity Explanation Deaf School Accreditation/Professional Development

OpportunitiesOperates as Advisory committee for school improvement. Consists of parentes, educators, high school students, and community members.

# of years as Partner Entity to Agency 3 years 27 YearsContribute Cash or In-Kind Services, Products? (Y or N) No NoAvg. Annual Value of Cash or In-Kind ContributionProvide Volunteers? (Y or N) No NoAvg. Annual Volunteer HoursPart of Mission to Help Agency? (Y or N) Yes YesCreated by Agency? (Y or N) Yes YesName of Partner Entity SC CIO Office Spartanburg School District 7What type of entity is the Partner entity? State Agency OtherOther Entity Explanation Security Operations Center, Division of Informantion

Security-Partners for additional nework monitoring services with monthly reporting

Local School District Partner for School for the Blind Mainstream Students

# of years as Partner Entity to Agency approximately 2 years Over 20 yearsContribute Cash or In-Kind Services, Products? (Y or N) No YesAvg. Annual Value of Cash or In-Kind Contribution Approx 20,000/yearProvide Volunteers? (Y or N) No NoAvg. Annual Volunteer HoursPart of Mission to Help Agency? (Y or N) Yes YesCreated by Agency? (Y or N) No Yes

Partner Details


Name of Partner Entity University of SC Upstate Converse College What type of entity is the Partner entity? State Agency OtherOther Entity Explanation Teacher Education Program for Blind/Visually Impaired Teacher Education Program for Deaf/Hard of Hearing# of years as Partner Entity to Agency 15 Over 30 yearsContribute Cash or In-Kind Services, Products? (Y or N) Yes (In Kind) NAvg. Annual Value of Cash or In-Kind Contribution PD/Scholarships for Teacher for PDProvide Volunteers? (Y or N) Yes NAvg. Annual Volunteer Hours 100 hoursPart of Mission to Help Agency? (Y or N) Yes YCreated by Agency? (Y or N) Both NName of Partner Entity Public Service Commission / Office of Regulatory StaffWhat type of entity is the Partner entity? State AgencyOther Entity Explanation Provide statewide access to accessible

telecommunications equipment for citizens with hearing and/or speech impairments.

# of years as Partner Entity to Agency 2003 - 2013Contribute Cash or In-Kind Services, Products? (Y or N) Y – All salaries and all programming along with space was

fully funded under the SC Dual Party Relay Fund collected by SC land line phone users; the SC Public Service Commission monitored and approved rates up to a maximum of .25 tax surcharge on all SC land line phone owners.

Avg. Annual Value of Cash or In-Kind Contribution ORS provided 10% Administrative overhead costs to SCSDB which was right at $74,215.61 during its last year of operation. SCEDP operated on an average of $725K per year budget.

Provide Volunteers? (Y or N) NAvg. Annual Volunteer Hours N/APart of Mission to Help Agency? (Y or N) YCreated by Agency? (Y or N) Y – SCSDB was approached by the SC Public Service

Commission in mid-2002 to take over the program. The program originally started with the SC Association of the Deaf, Inc. in 1997.

Performance Measures - Explained


Agency Responding Deaf and the Blind, School for the Date of Submission 7/27/15

Cost $500 Total Employee Time 10 hours# of Employees who worked on it

1

Similar Information Requested

Information Requested below is also requested in…

Other Report: Accoountability Reports, State Report CardQuestion # of the Other Report:

Within Full Reports-Partial Data

Performance Measure Item #

Performance Measure Associated Strategy(ies) and Objective(s)

Type of Measure Year Utilized (ONLY ONE PER ROW)

Time Applicable

Data Souce and Availability

Reporting Freq. Calculation Method

1 Mastery of IEP Goals 1.1.1-1.1.8Outcome Measure 2009-2010 July 1st-June

30th

IEP Results/SCSDB Dashboard/State Report Card

AnnualEducation Oversight Committee State Accountability Measure

Mastery of IEP Goals 1.1.1-1.1.8Outcome Measure 2010-2011 July 1st-June

30th




30th



From Strategic Planning Template agency submits with Accountability Report


Instructions: Below is the information from the Performance Measurement template the agency submitted in its 2013-14 Accountability Report, if it was required to submit an Accountability Report. Please add

Types of Measures: (description from Accountability Report)Outcome Measure - A quantifiable indicator of the public and customer benefits from an agency's actions. Outcome measures are used to assess an agency's effectiveness in serving its key customers and in

achieving its mission, goals and objectives. They are also used to direct resources to strategies with the greatest effect on the most valued outcomes. Outcome measures should be the first priority. Example - % of licensees with no violations.

Efficiency Measure - A quantifiable indicator of productivity expressed in unit costs, units of time, or other ratio-based units. Efficiency measures are used to assess the cost-efficiency, productivity, and timeliness of agency operations. Efficiency measures measure the efficient use of available resources and should be the second priority. Example - cost per inspection

Output Measure - A quantifiable indicator of the number of goods or services an agency produces. Output measures are used to assess workload and the agency's efforts to address demands. Output measures measure workload and efforts and should be the third priority. Example - # of business license applications processed.

Input/Explanatory Measure - Resources that contribute to the production and delivery of a service. INputs are "what we use to do the work." They measure the factors or requests received that explain performance (i.e. explanatory). These measures should be the last priority. Example - # of license applications received




30th




30th



2 Mastery of IEP Goals-Male 1.1.1-1.1.8Outcome Measure 2009-2010 July 1st-June

30th



Mastery of IEP Goals-Male 1.1.1-1.1.8Outcome Measure 2010-2011 July 1st-June

30th




30th




30th




30th



3 Master of IEP Goals-Female 1.1.1-1.1.8Outcome Measure 2009-2010 July 1st-June

30th



Master of IEP Goals-Female 1.1.1-1.1.8Outcome Measure 2010-2011 July 1st-June

30th




30th




30th




30th



4 Brigance Composite 1.1.1-1.1.8

Outcome Measure 2009-2010July 1st-June 30th

Brigance Results/SCSDB Dashboard/State Report Card


Brigance Composite 1.1.1-1.1.8


















5 Brigance ELA-Male 1.1.1-1.1.8




Brigance ELA-Male 1.1.1-1.1.8
















6 Brigance ELA-Female 1.1.1-1.1.8




Brigance ELA-Female 1.1.1-1.1.8


















7 Brigance Math-Male 1.1.1-1.1.8




Brigance Math-Male 1.1.1-1.1.8
















8 Brigance Math-Female 1.1.1-1.1.8




Brigance Math-Female 1.1.1-1.1.8


















9 Student Placement upon Completion 1.1.1-1.1.8Outcome Measure 2009-2010 July 1st-June

30th State Report Card AnnualEducation Oversight Committee State Accountability Measure

Student Placement upon Completion 1.1.1-1.1.8Outcome Measure 2010-2011 July 1st-June








10 Braille Pages 1.1.1-1.1.8 Output Measure 2012-2013 July 1st-June 30th SCSDB Dashboard Annual Total

Braille Pages 1.1.1-1.1.8 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

11 Braille Tactile Pages 1.1.1-1.1.8 Output Measure 2012-2013 July 1st-June 30th SCSDB Dashboard Annual Total

Braille Tactile Pages 1.1.1-1.1.8 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

12 Literacy Enrichment-Library Classes 1.1.1-1.1.8 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total

Literacy Enrichment-Library Classes 1.1.1-1.1.8 Output Measure 2012-2013 July 1st-June 30th SCSDB Dashboard Annual Total

Literacy Enrichment-Library Classes 1.1.1-1.1.8 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

13 Literacy Enrichment-Accelerated Reader 1.1.1-1.1.8 Output Measure 2012-2013 July 1st-June 30th SCSDB Dashboard Annual Total

Literacy Enrichment-Accelerated Reader 1.1.1-1.1.8 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

14 Literacy Enrichment-Book Fair 1.1.1-1.1.8 Output Measure 2012-2013 July 1st-June 30th SCSDB Dashboard Annual Total

Literacy Enrichment-Book Fair 1.1.1-1.1.8 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

15 Litearcy Enrichment-Special Events 1.1.1-1.1.8 Output Measure 2012-2013 July 1st-June 30th SCSDB Dashboard Annual Total



Litearcy Enrichment-Special Events 1.1.1-1.1.8 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

16 State Surveys-Student 1.1.1-1.1.8Outcome Measure 2009-2010 July 1st-June


State Surveys-Student 1.1.1-1.1.8Outcome Measure 2010-2011 July 1st-June








17 State Surveys-Staff 1.1.1-1.1.8Outcome Measure 2009-2010 July 1st-June


State Surveys-Staff 1.1.1-1.1.8Outcome Measure 2010-2011 July 1st-June








18 State Surveys-Parents 1.1.1-1.1.8Outcome Measure 2009-2010 July 1st-June


State Surveys-Parents 1.1.1-1.1.8Outcome Measure 2010-2011 July 1st-June










19 OT Evaluations 1.2.1-1.2.3 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total

OT Evaluations 1.2.1-1.2.3 Output Measure 2012-2013 July 1st-June 30th SCSDB Dashboard Annual Total

OT Evaluations 1.2.1-1.2.3 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

20 PT Evaluations 1.2.1-1.2.3 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total

PT Evaluations 1.2.1-1.2.3 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total



21 Speech Evaluations 1.2.1-1.2.3 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total

Speech Evaluations 1.2.1-1.2.3 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total



22 Audiology Evaluations 1.2.1-1.2.3 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total

Audiology Evaluations 1.2.1-1.2.3 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total



23 Educational Psychology Evaluations 1.2.1-1.2.3 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total

Educational Psychology Evaluations 1.2.1-1.2.3 Output Measure 2012-2013 July 1st-June 30th SCSDB Dashboard Annual Total

Educational Psychology Evaluations 1.2.1-1.2.3 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

24 Electronic Classroom Observation Tool 1.2.4-1.2.6 Output Measure 2012-2013 July 1st-June 30th Technology Data Annual Total

Electronic Classroom Observation Tool 1.2.4-1.2.6 Output Measure 2013-2104 July 1st-June 30th Technology Data Annual Total



25 Maintenance Work Orders 2.1.1-2.1.3 Output Measure 2013-2014 July 1st-June 30th

Maintenance Work Order System Annual Total

26 Access Control System 2.1.4 Output Measure 2013-2014 July 1st-June 30th Technology Data Annual Total

27 Building Emergency Notification System 2.1.5 Output Measure 2013-2014 July 1st-June 30th Technology Data Annual Total

28 Building Emergency Notification System-Media Ports 2.1.5 Output Measure 2013-2014 July 1st-June

30th Technology Data Annual Total

29 Campus Safety-ID RFID Badges 2.1.5 Output Measure 2013-2014 July 1st-June 30th Technology Data Annual Total

30 Building Emergency Notification System-LED Signs 2.1.5 Output Measure 2013-2014 July 1st-June

30th Technology Data Annual Total

31 Students Participating in Safety Training 2.1.6 Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Students Participating in Safety Training 2.1.6 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total




32 Staff Participating in Safety Training 2.1.6 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total

Staff Participating in Safety Training 2.1.6 Output Measure 2012-2013 July 1st-June 30th SCSDB Dashboard Annual Total

Staff Participating in Safety Training 2.1.6 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

33 Security Cameras 2.1.5 Output Measure 2012-2013 July 1st-June 30th Technology Data Annual Total

Security Cameras 2.1.5 Output Measure 2013-2014 July 1st-June 30th Technology Data Annual Total

34 Staff Participating in Defensive Driving Training 2.1.6 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total

Staff Participating in Defensive Driving Training 2.1.6 Output Measure 2012-2013 July 1st-June 30th SCSDB Dashboard Annual Total

Staff Participating in Defensive Driving Training 2.1.6 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

35 Number of Welcome Center Checks 2.1.6 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total

Number of Welcome Center Checks 2.1.6 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total





36 School Resource Officers 2.1.7 Output Measure 2012-2013 July 1st-June 30th Safety Data Annual Total

School Resource Officers 2.1.7 Output Measure 2013-2014 July 1st-June 30th Safety Data Annual Total

37 Inventory of Services 3.1.1-3.1.2 Output Measure 2012-2013 July 1st-June 30th

Public Information Documents Annual Total

Inventory of Services 3.1.1-3.1.2 Output Measure 2013-2014 July 1st-June 30th

Public Information Documents Annual Total

38 Educational/Residential Communication Protocol 3.2.1-3.2.2 Input/Explanatory

Measure2013-2014 July 1st-June

30th Meeting Notes Annual Total

39 Network Equipment-Switches 4.1.1-4.1.5 Efficiency Measure 2013-2014 July 1st-June 30th Technology Data Annual Total

40 Network Equipment-Wireless Access Points 4.1.1-4.1.5 Efficiency Measure 2013-2014 July 1st-June 30th Technology Data Annual Total

41 Fiber Connections-1GigE to 10 GigE 4.1.1-4.1.5 Efficiency Measure 2013-2014 July 1st-June 30th Technology Data Annual Total

42 One to One Devices-Macbooks 4.1.1-4.1.5 Output Measure 2012-2013 July 1st-June 30th Technology Data Annual Total

One to One Devices-Macbooks 4.1.1-4.1.5 Output Measure 2013-2014 July 1st-June 30th Technology Data Annual Total

43 One to One Devices-iPads/iOS Devices 4.1.1-4.1.5 Output Measure 2012-2013 July 1st-June 30th Technology Data Annual Total

One to One Devices-iPads/iOS Devices 4.1.1-4.1.5 Output Measure 2013-2014 July 1st-June 30th Technology Data Annual Total

44 Technology Integrator/Coach/Coordinator 4.1.1-4.1.5 Output Measure 2013-2014 July 1st-June 30th Technology Data Annual Total

45 Days to fill vacancy 5.1.1-5.1.4 Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Days to fill vacancy 5.1.1-5.1.4 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total




46 EEO Attainment Goal 5.1.1-5.1.4 Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual End of Year Percentage

EEO Attainment Goal 5.1.1-5.1.4 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual End of Year Percentage






47 Staff Leaving for Better Job 5.1.1-5.1.4 Input/Explanatory Measure

2009-2010 July 1st-June 30th

Exit Surveys/SCSDB Dashboard Annual End of Year Percentage

Staff Leaving for Better Job 5.1.1-5.1.4 Input/Explanatory Measure












48 Staff Leaving for Higher Rate of Pay 5.1.1-5.1.4 Input/Explanatory Measure



Staff Leaving for Higher Rate of Pay 5.1.1-5.1.4 Input/Explanatory Measure












49 Staff Leaving for Better Working Conditions 5.1.1-5.1.4 Input/Explanatory Measure



Staff Leaving for Better Working Conditions 5.1.1-5.1.4 Input/Explanatory Measure












50 Staff Leaving for Family Circumstances 5.1.1-5.1.4 Input/Explanatory Measure



Staff Leaving for Family Circumstances 5.1.1-5.1.4 Input/Explanatory Measure














51 Staff Terminations 5.1.1-5.1.4 Input/Explanatory Measure



Staff Terminations 5.1.1-5.1.4 Input/Explanatory Measure



52 Teachers with RACs 5.1.1-5.1.4 Input/Explanatory Measure

2009-2010 July 1st-June 30th State Report Card Annual End of Year Percentage

Teachers with RACs 5.1.1-5.1.4 Input/Explanatory Measure








53 Campus Student Enrollment Data 5.2.1-5.2.5 Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Campus Student Enrollment Data 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total




54 Outreach VI Students 5.2.1-5.2.5 Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Outreach VI Students 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total




55 Students Receiving Orientation and Mobility Services (Campus) 5.2.1-5.2.5 Output Measure 2013-2014 July 1st-June

30th SCSDB Dashboard Annual Total

Students Receiving Orientation and Mobility Services (School Districts) 5.2.1-5.2.5 Output Measure 2013-2014 July 1st-June


Students Receiving Orientation and Mobility Services 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June








56 Access Technology Students 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total

Access Technology Students 5.2.1-5.2.5 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total



57 Project Magnify Students 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total

Project Magnify Students 5.2.1-5.2.5 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total



58 Little Locomotive Students 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total

Little Locomotive Students 5.2.1-5.2.5 Output Measure 2011-2012 July 1st-June 30th SCSDB Dashboard Annual Total



59 Outreach Hearing Students 5.2.1-5.2.5 Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Outreach Hearing Students 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total




60 Interpreting Hours for SCSDB 5.2.1-5.2.5 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

Interpreting Hours-Outside 5.2.1-5.2.5 Output Measure 2013-2014 July 1st-June 30th SCSDB Dashboard Annual Total

61 Kelly's Kids Enrollment (Campus Enrollment) 5.2.1-5.2.5 Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Kelly's Kids Enrollment (Campus Enrollment) 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total






62 Early Intervention Enrollment 5.2.1-5.2.5 Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Early Intervention Enrollment 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total




63 Students Served-Deaf/Blind Project 5.2.1-5.2.5 Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Students Served-Deaf/Blind Project 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Total




64 Instructional Resource Center/Braille Production Center-Students Served 5.2.1-5.2.5 Output Measure 2009-2010 July 1st-June


Instructional Resource Center/Braille Production Center-Students Served 5.2.1-5.2.5 Output Measure 2010-2011 July 1st-June








65 Number of Employees Agency no longer has associated Strategy/Objective

Input/Explanatory Measure

2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Classified Agency no longer has associated Strategy/Objective



Unclassified Agency no longer has associated Strategy/Objective





Direct Contract Agency no longer has associated Strategy/Objective



Number of Employees Agency no longer has associated Strategy/Objective









Temporary Agency no longer has associated Strategy/Objective



Contract Agency no longer has associated Strategy/Objective



Grant Agency no longer has associated Strategy/Objective






































Time Limited/Grant Agency no longer has associated Strategy/Objective



66 Whole Child-Challenged Agency no longer has associated Strategy/Objective

Outcome Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Whole Child-Engaged Agency no longer has associated Strategy/Objective


Whole Child-Supported Agency no longer has associated Strategy/Objective


Whole Child-Healthy Agency no longer has associated Strategy/Objective


Whole Child-Secure/Safe Agency no longer has associated Strategy/Objective


Whole Child-Challenged Agency no longer has associated Strategy/Objective
































67 CTE Classes Agency no longer has associated Strategy/Objective



CTE Classes Agency no longer has associated Strategy/Objective








68 Alternate Grad Program Agency no longer has associated Strategy/Objective


69 Profession Development-Teachers Agency no longer has associated Strategy/Objective


Profession Development-Teachers Agency no longer has associated Strategy/Objective






70 Reduction in Payroll Agency no longer has associated Strategy/Objective

Efficiency Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

Reduction in Payroll Agency no longer has associated Strategy/Objective






71 Participation in Outside Workforce Training Agency no longer has associated Strategy/Objective



Participation in Outside Workforce Training Agency no longer has associated Strategy/Objective






72 Student Health Reports Agency no longer has associated Strategy/Objective



Student Health Reports Agency no longer has associated Strategy/Objective











73 Student Injuries to include minor needs Agency no longer has associated Strategy/Objective



Student Injuries to include minor needs Agency no longer has associated Strategy/Objective









74 EDP Response Time Agency no longer has associated Strategy/Objective

Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Total

75 EDP Applications Agency no longer has associated Strategy/Objective


2009-2010 July 1st-June 30th SCSDB Dashboard Annual Percentage

76 Corrected Hazards 2.1.3 Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual Percentage

Corrected Hazards 2.1.3 Output Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Percentage




77 School Districts Served-Vision/Hearing Teacher Services

Agency no longer has associated Strategy/Objective

Output Measure 2009-2010 July 1st-June 30th SCSDB Dashboard Annual

Total

School Districts Served-Vision/Hearing Teacher Services



Total




Total






Total




Total

78 Student Community Performance Agency no longer has associated Strategy/Objective


2009-2010 July 1st-June 30th SCSDB Dashboard Annual

Total

Student Community Performance Agency no longer has associated Strategy/Objective



Total




Total

79 Field Placements Agency no longer has associated Strategy/Objective



Total

Field Placements Agency no longer has associated Strategy/Objective



Total

80 Volunteer Hours Agency no longer has associated Strategy/Objective



Total

Volunteer Hours Agency no longer has associated Strategy/Objective



Total

90 SCSDB Parent Satisfaction Survey-Educational Programs 1.1.1-1.1.8 Outcome Measure 2009-2010 July 1st-June

30th SCSDB Dashboard Annual Percentage

1.1.1-1.1.8 Outcome Measure 2010-2011 July 1st-June 30th SCSDB Dashboard Annual Percentage



91 SCSDB Student Satsifaction Survey-Educational Programs 1.1.1-1.1.8 Outcome Measure 2009-2010 July 1st-June







92 SCSDB Parent Satisfaction Survey-Residential Programs 1.1.1-1.1.8 Outcome Measure 2009-2010 July 1st-June





93 SCSDB Student Satsifaction Survey-Residential Programs 1.1.1-1.1.8 Outcome Measure 2009-2010 July 1st-June





94 New Enrollment Data 5.2 Input/Explanatory Measure


School for the Blind-Elementary 5.2 Input/Explanatory Measure


School for the Blind-Middle 5.2 Input/Explanatory Measure


School for the Blind-High 5.2 Input/Explanatory Measure


School for the Deaf-Elementary 5.2 Input/Explanatory Measure


School for the Deaf-Middle 5.2 Input/Explanatory Measure


School for the Deaf-High 5.2 Input/Explanatory Measure


CSA-Elementary 5.2 Input/Explanatory Measure


CSA-Middle 5.2 Input/Explanatory Measure


CSA High 5.2 Input/Explanatory Measure


95 Retention/Exit Data 5.2 Input/Explanatory Measure


School for the Blind-Preschool 5.2 Input/Explanatory Measure










School for the Deaf-Preschool 5.2 Input/Explanatory Measure








CSA-Preschool 5.2 Input/Explanatory Measure








96 Retention/Exit Data-Reason for Leaving 5.2 Input/Explanatory Measure


Moving out of State 5.2 Input/Explanatory Measure


Unhappy with Education Program 5.2 Input/Explanatory Measure


Unhappy with Residential Setting 5.2 Input/Explanatory Measure


Returning to LEA/Closer to Home 5.2 Input/Explanatory Measure


Unhappy with School Staff 5.2 Input/Explanatory Measure


Don’t Feel Safe 5.2 Input/Explanatory Measure


Removed to Homeschool 5.2 Input/Explanatory Measure


Pregnancy/Childcare Issues 5.2 Input/Explanatory Measure


No Longer Eligible for Program 5.2 Input/Explanatory Measure


Graduated with Diploma 5.2 Input/Explanatory Measure


Graduated with State Certificate 5.2 Input/Explanatory Measure


Aged Out 5.2 Input/Explanatory Measure




Older Student Dropout 5.2 Input/Explanatory Measure


Performance Measures - ResultsAgency Responding Deaf and the Blind, School for the Date of Submission 7/27/15

Cost $1,000 Total Employee Time 20 hours# of Employees who worked on it

2 Staff-Compilation, Regular Data Collection-10 Staff



Other Report: Accoountability Reports, State Report CardQuestion # of the Other Report:

Within Full Reports-Partial Data

Performance Measure Item #

Performance Measure Associated Strategy or Objective # (ONLY ONE PER ROW)

Type of Measure Year Utilized Target Value for that Year

Actual Value for that Year

1 Mastery of IEP Goals 1.1 Outcome Measure 2009-2010 100% 95%Mastery of IEP Goals 1.1 Outcome Measure 2010-2011 100% 91%Mastery of IEP Goals 1.1 Outcome Measure 2011-2012 100% 98%Mastery of IEP Goals 1.1 Outcome Measure 2012-2013 100% 91%Mastery of IEP Goals 1.1 Outcome Measure 2013-2014 100% 90%

2 Mastery of IEP Goals-Male 1.1 Outcome Measure 2009-2010 100% 94%Mastery of IEP Goals-Male 1.1 Outcome Measure 2010-2011 100% 92%Mastery of IEP Goals-Male 1.1 Outcome Measure 2011-2012 100% 99%Mastery of IEP Goals-Male 1.1 Outcome Measure 2012-2013 100% 90%Mastery of IEP Goals-Male 1.1 Outcome Measure 2013-2014 100% 88%

3 Master of IEP Goals-Female 1.1 Outcome Measure 2009-2010 100% 96%Master of IEP Goals-Female 1.1 Outcome Measure 2010-2011 100% 91%Master of IEP Goals-Female 1.1 Outcome Measure 2011-2012 100% 97%Master of IEP Goals-Female 1.1 Outcome Measure 2012-2013 100% 91%


Instructions: Please copy and paste the information from the Performance Measures - Explained Chart into the first five columns of this chart. Under the "Target Value for that Year" column, type the target or value the agency wanted to reach for the performance measure for the year stated in the "Year Utilized" column. Under the "Actual Value for that Year" column, type the actual value the agency had for that performance measure at the end of the year stated in the "Year Utilized" column. Finally, go back through and copy and paste any rows necessary so that each row has only one associated strategy or objective per row. (i.e. if the performance measure had 3 associated objectives one year, the performance measure for that year would be listed on three (3) separate rows with each associated objective on a different row.) NOTE: Responses are not limited to the number of rows below that have borders around them, please list all that are applicable.

Performance Measures - ResultsMaster of IEP Goals-Female 1.1 Outcome Measure 2013-2014 100% 92%

4 Brigance Composite 1.1 Outcome Measure 2009-2010 100% 90%Brigance Composite 1.1 Outcome Measure 2010-2011 100% 89%Brigance Composite 1.1 Outcome Measure 2011-2012 100% 97%Brigance Composite 1.1 Outcome Measure 2012-2013 100% 93%Brigance Composite 1.1 Outcome Measure 2013-2014 100% 89%

5 Brigance ELA-Male 1.1 Outcome Measure 2009-2010 100% 97%Brigance ELA-Male 1.1 Outcome Measure 2010-2011 100% 86%Brigance ELA-Male 1.1 Outcome Measure 2011-2012 100% 98%Brigance ELA-Male 1.1 Outcome Measure 2012-2013 100% 90%Brigance ELA-Male 1.1 Outcome Measure 2013-2014 100% 88%

6 Brigance ELA-Female 1.1 Outcome Measure 2009-2010 100% 90%Brigance ELA-Female 1.1 Outcome Measure 2010-2011 100% 94%Brigance ELA-Female 1.1 Outcome Measure 2011-2012 100% 98%Brigance ELA-Female 1.1 Outcome Measure 2012-2013 100% 89%Brigance ELA-Female 1.1 Outcome Measure 2013-2014 100% 89%

7 Brigance Math-Male 1.1 Outcome Measure 2009-2010 100% 87%Brigance Math-Male 1.1 Outcome Measure 2010-2011 100% 90%Brigance Math-Male 1.1 Outcome Measure 2011-2012 100% 95%Brigance Math-Male 1.1 Outcome Measure 2012-2013 100% 95%Brigance Math-Male 1.1 Outcome Measure 2013-2014 100% 88%

8 Brigance Math-Female 1.1 Outcome Measure 2009-2010 100% 89%Brigance Math-Female 1.1 Outcome Measure 2010-2011 100% 86%Brigance Math-Female 1.1 Outcome Measure 2011-2012 100% 97%Brigance Math-Female 1.1 Outcome Measure 2012-2013 100% 90%Brigance Math-Female 1.1 Outcome Measure 2013-2014 100% 93%

9 Student Placement upon Completion 1.1 Outcome Measure 2009-2010 100% 92.30%Student Placement upon Completion 1.1 Outcome Measure 2010-2011 100% 100%Student Placement upon Completion 1.1 Outcome Measure 2011-2012 100% 81%Student Placement upon Completion 1.1 Outcome Measure 2012-2013 100% 65%Student Placement upon Completion 1.1 Outcome Measure 2013-2014 100% 95%

10 Braille Pages 1.1 Output Measure 2012-2013 as needed 100,661Braille Pages 1.1 Output Measure 2013-2104 as needed 120,644

11 Braille Tactile Pages 1.1 Output Measure 2012-2013 as needed 6,392Braille Tactile Pages 1.1 Output Measure 2013-2104 as needed 11,382

12 Literacy Enrichment-Library Classes 1.1 Output Measure 2011-2012 275 255Literacy Enrichment-Library Classes 1.1 Output Measure 2012-2013 275 236Literacy Enrichment-Library Classes 1.1 Output Measure 2013-2014 275 328

13 Literacy Enrichment-Accelerated Reader 1.1 Output Measure 2012-2013 50 37Literacy Enrichment-Accelerated Reader 1.1 Output Measure 2013-2014 50 69

14 Literacy Enrichment-Book Fair 1.1 Output Measure 2012-2013 200 179Literacy Enrichment-Book Fair 1.1 Output Measure 2013-2014 200 207

15 Litearcy Enrichment-Special Events 1.1 Output Measure 2012-2013 175 150Litearcy Enrichment-Special Events 1.1 Output Measure 2013-2014 175 188

Performance Measures - Results16 State Surveys-Student 1.1 Outcome Measure 2009-2010 100% 89%

State Surveys-Student 1.1 Outcome Measure 2010-2011 100% 83%State Surveys-Student 1.1 Outcome Measure 2011-2012 100% 36%State Surveys-Student 1.1 Outcome Measure 2012-2013 100% I/SState Surveys-Student 1.1 Outcome Measure 2013-2014 100% 76%

17 State Surveys-Staff 1.1 Outcome Measure 2009-2010 100% 86%State Surveys-Staff 1.1 Outcome Measure 2010-2011 100% 92%State Surveys-Staff 1.1 Outcome Measure 2011-2012 100% 100%State Surveys-Staff 1.1 Outcome Measure 2012-2013 100% 82%State Surveys-Staff 1.1 Outcome Measure 2013-2014 100% 78%

18 State Surveys-Parents 1.1 Outcome Measure 2009-2010 100% 88%State Surveys-Parents 1.1 Outcome Measure 2010-2011 100% 92%State Surveys-Parents 1.1 Outcome Measure 2011-2012 100% 66%State Surveys-Parents 1.1 Outcome Measure 2012-2013 100% 100%State Surveys-Parents 1.1 Outcome Measure 2013-2014 100% 94%

19 OT Evaluations 1.2.2 Output Measure 2011-2012 as needed 136OT Evaluations 1.2.2 Output Measure 2012-2013 as needed 136OT Evaluations 1.2.2 Output Measure 2013-2014 as needed 106

20 PT Evaluations 1.2.2 Output Measure 2010-2011 as needed 91PT Evaluations 1.2.2 Output Measure 2011-2012 as needed 97PT Evaluations 1.2.2 Output Measure 2012-2013 as needed 99PT Evaluations 1.2.2 Output Measure 2013-2014 as needed 133

21 Speech Evaluations 1.2.2 Output Measure 2010-2011 as needed 158Speech Evaluations 1.2.2 Output Measure 2011-2012 as needed 162Speech Evaluations 1.2.2 Output Measure 2012-2013 as needed 308Speech Evaluations 1.2.2 Output Measure 2013-2014 as needed 234

22 Audiology Evaluations 1.2.2 Output Measure 2010-2011 as needed 198Audiology Evaluations 1.2.2 Output Measure 2011-2012 as needed 142Audiology Evaluations 1.2.2 Output Measure 2012-2013 as needed 200Audiology Evaluations 1.2.2 Output Measure 2013-2014 as needed 45

23 Educational Psychology Evaluations 1.2.2 Output Measure 2011-2012 as needed 63Educational Psychology Evaluations 1.2.2 Output Measure 2012-2013 as needed 91Educational Psychology Evaluations 1.2.2 Output Measure 2013-2014 as needed 36

24 Electronic Classroom Observation Tool 1.2.2 Output Measure 2012-2013 0 1Electronic Classroom Observation Tool 1.2.2 Output Measure 2013-2104 1 1

25 Maintenance Work Orders 1.2.2 Output Measure 2013-2014 as needed 4,79026 Access Control System 2.1.4 Output Measure 2013-2014 5 127 Building Emergency Notification System 2.1.5 Output Measure 2013-2014 1 128 Building Emergency Notification System-Media Ports 2.1.5 Output Measure 2013-2014 74 4529 Campus Safety-ID RFID Badges 2.1.5 Output Measure 2013-2014 400 70030 Building Emergency Notification System-LED Signs 2.1.5 Output Measure 2013-2014 138 13831 Students Participating in Safety Training 2.1.6 Output Measure 2011-2012 270 42

Students Participating in Safety Training 2.1.6 Output Measure 2012-2013 270 300Students Participating in Safety Training 2.1.6 Output Measure 2013-2014 270 380

Performance Measures - Results32 Staff Participating in Safety Training 2.1.6 Output Measure 2009-2010 100% 100%

Staff Participating in Safety Training 2.1.6 Output Measure 2010-2011 100% 100%Staff Participating in Safety Training 2.1.6 Output Measure 2011-2012 100% 100%Staff Participating in Safety Training 2.1.6 Output Measure 2012-2013 100% 100%Staff Participating in Safety Training 2.1.6 Output Measure 2013-2014 100% 100%

33 Security Cameras 2.1.5 Output Measure 2012-2013 58 0Security Cameras 2.1.5 Output Measure 2013-2014 58 33

34 Staff Participating in Defensive Driving Training 2.1.6 Output Measure 2011-2012 40 28Staff Participating in Defensive Driving Training 2.1.6 Output Measure 2012-2013 40 11Staff Participating in Defensive Driving Training 2.1.6 Output Measure 2013-2014 40 56

35 Number of Welcome Center Checks 2.1.6 Output Measure 2010-2011 All 8,704Number of Welcome Center Checks 2.1.6 Output Measure 2011-2012 All 12,205Number of Welcome Center Checks 2.1.6 Output Measure 2012-2013 All 16,424Number of Welcome Center Checks 2.1.6 Output Measure 2013-2014 All 13,282

36 School Resource Officers 2.1.7 Output Measure 2012-2013 2 1School Resource Officers 2.1.7 Output Measure 2013-2014 2 2

37 Inventory of Services 3.1 Output Measure 2012-2013 1 0Inventory of Services 3.1 Output Measure 2013-2014 1 1

38 Educational/Residential Communication Protocol 3.2 Input/Explanatory Measure

2013-2014 1 1

39 Network Equipment-Switches 4.1 Efficiency Measure 2013-2014 79 7940 Network Equipment-Wireless Access Points 4.1 Efficiency Measure 2013-2014 162 16241 Fiber Connections-1GigE to 10 GigE 4.1 Efficiency Measure 2013-2014 10 442 One to One Devices-Macbooks 4.1 Output Measure 2012-2013 n/a 1

One to One Devices-Macbooks 4.1 Output Measure 2013-2014 as needed 20143 One to One Devices-iPads/iOS Devices 4.1 Output Measure 2012-2013 n/a 12

One to One Devices-iPads/iOS Devices 4.1 Output Measure 2013-2014 as needed 13844 Technology Integrator/Coach/Coordinator 4.1 Output Measure 2013-2014 1 145 Days to fill vacancy 5.1 Output Measure 2009-2010 30 22.75

Days to fill vacancy 5.1 Output Measure 2010-2011 30 12.25Days to fill vacancy 5.1 Output Measure 2011-2012 30 30Days to fill vacancy 5.1 Output Measure 2012-2013 30 58Days to fill vacancy 5.1 Output Measure 2013-2014 30 31

46 EEO Attainment Goal 5.1 Output Measure 2009-2010 100% 92.40%EEO Attainment Goal 5.1 Output Measure 2010-2011 100% 92.10%EEO Attainment Goal 5.1 Output Measure 2011-2012 100% 91.30%EEO Attainment Goal 5.1 Output Measure 2012-2013 100% 84.90%EEO Attainment Goal 5.1 Output Measure 2013-2014 100% 92.70%

47 Staff Leaving for Better Job 5.1 Input/Explanatory Measure

2009-2010 10% 21%

Staff Leaving for Better Job 5.1 Input/Explanatory Measure

2010-2011 10% 17%


2011-2012 10% 0%

Performance Measures - ResultsStaff Leaving for Better Job 5.1 Input/Explanatory

Measure2012-2013 10% 18%


2013-2014 10% 19%

48 Staff Leaving for Higher Rate of Pay 5.1 Input/Explanatory Measure

2009-2010 3% 14%

Staff Leaving for Higher Rate of Pay 5.1 Input/Explanatory Measure

2010-2011 3% 2.50%


2011-2012 3% 0%


2012-2013 3% 5%


2013-2014 3% 3%

49 Staff Leaving for Better Working Conditions 5.1 Input/Explanatory Measure

2009-2010 5% 0%

Staff Leaving for Better Working Conditions 5.1 Input/Explanatory Measure

2010-2011 5% 2.50%


2011-2012 5% 0%


2012-2013 5% 9%


2013-2014 5% 0%

50 Staff Leaving for Family Circumstances 5.1 Input/Explanatory Measure

2009-2010 10% 36%

Staff Leaving for Family Circumstances 5.1 Input/Explanatory Measure

2010-2011 10% 33%


2011-2012 10% 0%


2012-2013 10% 14%


2013-2014 10% 14%

51 Staff Terminations 5.1 Input/Explanatory Measure

2012-2013 0% 19%

Staff Terminations 5.1 Input/Explanatory Measure

2013-2014 0% 16%

52 Teachers with RACs 5.1 Input/Explanatory Measure

2009-2010 0% 9%

Teachers with RACs 5.1 Input/Explanatory Measure

2010-2011 0% 3%


2011-2012 0% 5%

Performance Measures - ResultsTeachers with RACs 5.1 Input/Explanatory

Measure2012-2013 0% 14%


2013-2014 0% 6.45%

53 Campus Student Enrollment Data 5.2 Output Measure 2009-2010 as needed 279Campus Student Enrollment Data 5.2 Output Measure 2010-2011 as needed 267Campus Student Enrollment Data 5.2 Output Measure 2011-2012 as needed 292Campus Student Enrollment Data 5.2 Output Measure 2012-2013 as needed 304Campus Student Enrollment Data 5.2 Output Measure 2013-2014 as needed 292

54 Outreach VI Students 5.2 Output Measure 2009-2010 as needed 439Outreach VI Students 5.2 Output Measure 2010-2011 as needed 332Outreach VI Students 5.2 Output Measure 2011-2012 as needed 336Outreach VI Students 5.2 Output Measure 2012-2013 as needed 172Outreach VI Students 5.2 Output Measure 2013-2014 as needed 178

55 Students Receiving Orientation and Mobility Services (Campus) 5.2 Output Measure 2013-2014 as needed 88Students Receiving Orientation and Mobility Services (School Districts) 5.2 Output Measure 2013-2014 as needed 91Students Receiving Orientation and Mobility Services 5.2 Output Measure 2010-2011 as needed 119Students Receiving Orientation and Mobility Services 5.2 Output Measure 2011-2012 as needed 120Students Receiving Orientation and Mobility Services 5.2 Output Measure 2012-2013 as needed 134

56 Access Technology Students 5.2 Output Measure 2010-2011 as needed 40Access Technology Students 5.2 Output Measure 2011-2012 as needed 22Access Technology Students 5.2 Output Measure 2012-2013 as needed 14Access Technology Students 5.2 Output Measure 2013-2014 as needed 19

57 Project Magnify Students 5.2 Output Measure 2010-2011 as needed 21Project Magnify Students 5.2 Output Measure 2011-2012 as needed 28Project Magnify Students 5.2 Output Measure 2012-2013 as needed 32Project Magnify Students 5.2 Output Measure 2013-2014 as needed 26

58 Little Locomotive Students 5.2 Output Measure 2010-2011 as needed 27Little Locomotive Students 5.2 Output Measure 2011-2012 as needed 45Little Locomotive Students 5.2 Output Measure 2012-2013 as needed 57Little Locomotive Students 5.2 Output Measure 2013-2014 as needed 63

59 Outreach Hearing Students 5.2 Output Measure 2009-2010 as needed 70Outreach Hearing Students 5.2 Output Measure 2010-2011 as needed 79Outreach Hearing Students 5.2 Output Measure 2011-2012 as needed 71Outreach Hearing Students 5.2 Output Measure 2012-2013 as needed 72Outreach Hearing Students 5.2 Output Measure 2013-2014 as needed 73

60 Interpreting Hours for SCSDB 5.2 Output Measure 2010-2011 as needed 2,506.00Interpreting Hours for SCSDB 5.2 Output Measure 2011-2012 as needed 5,438.25Interpreting Hours for SCSDB 5.2 Output Measure 2012-2013 as needed 4,111.75Interpreting Hours for SCSDB 5.2 Output Measure 2013-2014 as needed 5,031.25Interpreting Hours-Outside 5.2 Output Measure 2010-2011 as needed 8,738.00Interpreting Hours-Outside 5.2 Output Measure 2011-2012 as needed 6,655,25Interpreting Hours-Outside 5.2 Output Measure 2012-2013 as needed 2,516.50Interpreting Hours-Outside 5.2 Output Measure 2013-2014 as needed 3,075.75

Performance Measures - Results61 Kelly's Kids Enrollment (Campus Enrollment) 5.2 Output Measure 2009-2010 as needed 16

Kelly's Kids Enrollment (Campus Enrollment) 5.2 Output Measure 2010-2011 as needed 18Kelly's Kids Enrollment (Campus Enrollment) 5.2 Output Measure 2011-2012 as needed 16Kelly's Kids Enrollment (Campus Enrollment) 5.2 Output Measure 2012-2013 as needed 16Kelly's Kids Enrollment (Campus Enrollment) 5.2 Output Measure 2013-2014 as needed 21

62 Early Intervention Enrollment 5.2 Output Measure 2009-2010 as needed 691Early Intervention Enrollment 5.2 Output Measure 2010-2011 as needed 556Early Intervention Enrollment 5.2 Output Measure 2011-2012 as needed 552Early Intervention Enrollment 5.2 Output Measure 2012-2013 as needed 442Early Intervention Enrollment 5.2 Output Measure 2013-2014 as needed 507

63 Students Served-Deaf/Blind Project 5.2 Output Measure 2009-2010 as needed 126Students Served-Deaf/Blind Project 5.2 Output Measure 2010-2011 as needed 98Students Served-Deaf/Blind Project 5.2 Output Measure 2011-2012 as needed 127Students Served-Deaf/Blind Project 5.2 Output Measure 2012-2013 as needed 133Students Served-Deaf/Blind Project 5.2 Output Measure 2013-2014 as needed 130

64 Instructional Resource Center/Braille Production Center-Students Served 5.2 Output Measure 2009-2010 as needed 126

Instructional Resource Center/Braille Production Center-Students Served 5.2 Output Measure 2010-2011 as needed 121




65 Number of Employees Agency no longer has associated Strategy/Objective


2009-2010 as needed412



2009-2010 as needed267



2009-2010 as needed120

Direct Contract Agency no longer has associated Strategy/Objective


2009-2010 as needed25



2010-2011 as needed434



2010-2011 as needed232

Performance Measures - ResultsUnclassified Agency no longer has

associated Strategy/Objective


2010-2011 as needed91



2010-2011 as needed90



2010-2011 as needed10



2010-2011 as needed11



2011-2012 as needed430



2011-2012 as needed244



2011-2012 as needed97



2011-2012 as needed68



2011-2012 as needed10



2011-2012 as needed11



2012-2013 as needed411



2012-2013 as needed201



2012-2013 as needed90



2012-2013 as needed61

Performance Measures - ResultsContract Agency no longer has



2012-2013 as needed36

Time Limited/Grant Agency no longer has associated Strategy/Objective


2012-2013 as needed23

66 Whole Child-Challenged Agency no longer has associated Strategy/Objective

Outcome Measure 2009-2010 56% (NP) 62%


Outcome Measure 2009-2010 64%(NP) 67.50%


Outcome Measure 2009-2010 64%(NP) 37%






Outcome Measure 2010-2011 Not Available 68%













Performance Measures - ResultsWhole Child-Supported Agency no longer has

















67 CTE Classes Agency no longer has associated Strategy/Objective


2009-2010 as needed 16



2010-2011 as needed 21



2011-2012 as needed 24

68 Alternate Grad Program Agency no longer has associated Strategy/Objective

Outcome Measure 2009-2010 100% 70%

69 Profession Development-Teachers Agency no longer has associated Strategy/Objective




Performance Measures - ResultsProfession Development-Teachers Agency no longer has





70 Reduction in Payroll Agency no longer has associated Strategy/Objective

Efficiency Measure 2009-2010 $21.9 Million







71 Participation in Outside Workforce Training Agency no longer has associated Strategy/Objective


2009-2010 as needed 149



2010-2011 as needed 153



2011-2012 as needed 192

72 Student Health Reports Agency no longer has associated Strategy/Objective


2009-2010 as needed 8473



2010-2011 as needed 6852



2011-2012 as needed 6003



2012-2013 as needed Routine 85%, Major Medical 15%

73 Student Injuries to include minor needs Agency no longer has associated Strategy/Objective


2009-2010 0 1060

Performance Measures - ResultsStudent Injuries to include minor needs Agency no longer has



2010-2011 0 954



2011-2012 0 906



2012-2013 0 500

74 EDP Response Time Agency no longer has associated Strategy/Objective

Output Measure 2009-2010 7 days 5.47 days

75 EDP Applications Agency no longer has associated Strategy/Objective


2009-2010 as needed 2,000

76 Corrected Hazards 2.1.3 Output Measure 2009-2010 100% 100%Corrected Hazards 2.1.3 Output Measure 2010-2011 100% 87%Corrected Hazards 2.1.3 Output Measure 2011-2012 100% 100%Corrected Hazards 2.1.3 Output Measure 2012-2013 100% 100%Corrected Hazards 2.1.3 Output Measure 2013-2014 100% 100%

77 School Districts Served-Vision/Hearing Teacher Services Agency no longer has associated Strategy/Objective

Output Measure 2009-2010 as needed 76

School Districts Served-Vision/Hearing Teacher Services Agency no longer has associated Strategy/Objective








78 Student Community Performance Agency no longer has associated Strategy/Objective


2009-2010 as needed 18



2010-2011 as needed 21



2011-2012 as needed 16

Performance Measures - Results79 Field Placements Agency no longer has



2011-2012 as needed 57

Field Placements Agency no longer has associated Strategy/Objective


2012-2013 as needed 37

80 Volunteer Hours Agency no longer has associated Strategy/Objective


2011-2012 as needed 4,856 Hours

Volunteer Hours Agency no longer has associated Strategy/Objective


2012-2013 as needed 3,156 Hours

90 SCSDB Parent Satisfaction Survey-Educational Programs 1.1 Outcome Measure 2009-2010 100% 88%1.1 Outcome Measure 2010-2011 100% 92%1.1 Outcome Measure 2011-2012 100% 96%1.1 Outcome Measure 2012-2013 100% 92%

91 SCSDB Student Satsifaction Survey-Educational Programs 1.1 Outcome Measure 2009-2010 100% 89%1.1 Outcome Measure 2010-2011 100% 84%1.1 Outcome Measure 2011-2012 100% 85%1.1 Outcome Measure 2012-2013 100% 96%

92 SCSDB Parent Satisfaction Survey-Residential Programs 1.1 Outcome Measure 2009-2010 100% 97%1.1 Outcome Measure 2010-2011 100% 99%1.1 Outcome Measure 2011-2012 100% 98%1.1 Outcome Measure 2012-2013 100% 98%

93 SCSDB Student Satsifaction Survey-Residential Programs 1.1 Outcome Measure 2009-2010 100% 89%1.1 Outcome Measure 2010-2011 100% 95%1.1 Outcome Measure 2011-2012 100% 96%1.1 Outcome Measure 2012-2013 100% 96%

94 New Enrollment Data 5.2 Input/Explanatory Measure

2014-2015 n/a n/a


2014-2015 n/a 5


2014-2015 n/a 0


2014-2015 n/a 2


2014-2015 n/a 6


2014-2015 n/a 2


2014-2015 n/a 2


2014-2015 n/a 1

Performance Measures - ResultsCSA-Middle 5.2 Input/Explanatory

Measure2014-2015 n/a 0


2014-2015 n/a 2

95 Retention/Exit Data 5.2 Input/Explanatory Measure

2014-2015 n/a n/a

School for the Blind-Preschool 5.2 Input/Explanatory Measure

2014-2015 n/a 0


2014-2015 n/a 0


2014-2015 n/a 3


2014-2015 n/a 11

School for the Deaf-Preschool 5.2 Input/Explanatory Measure

2014-2015 n/a 0


2014-2015 n/a 4


2014-2015 n/a 0


2014-2015 n/a 11

CSA-Preschool 5.2 Input/Explanatory Measure

2014-2015 n/a 0


2014-2015 n/a 1


2014-2015 n/a 1


2014-2015 n/a 8

96 Retention/Exit Data-Reason for Leaving 5.2 Input/Explanatory Measure

2014-2015 n/a n/a

Moving out of State 5.2 Input/Explanatory Measure

2014-2015 n/a 4

Unhappy with Education Program 5.2 Input/Explanatory Measure

2014-2015 n/a 0

Unhappy with Residential Setting 5.2 Input/Explanatory Measure

2014-2015 n/a 0

Returning to LEA/Closer to Home 5.2 Input/Explanatory Measure

2014-2015 n/a 3

Unhappy with School Staff 5.2 Input/Explanatory Measure

2014-2015 n/a 0

Don’t Feel Safe 5.2 Input/Explanatory Measure

2014-2015 n/a 0

Performance Measures - Results

Removed to Homeschool 5.2 Input/Explanatory Measure

2014-2015 n/a 4

Pregnancy/Childcare Issues 5.2 Input/Explanatory Measure

2014-2015 n/a 0

No Longer Eligible for Program 5.2 Input/Explanatory Measure

2014-2015 n/a 2

Graduated with Diploma 5.2 Input/Explanatory Measure

2014-2015 n/a 9

Graduated with State Certificate 5.2 Input/Explanatory Measure

2014-2015 n/a 4

Aged Out 5.2 Input/Explanatory Measure

2014-2015 n/a 7

Older Student Dropout 5.2 Input/Explanatory Measure

2014-2015 n/a 1

Funding Sources



Cost $200 Total Employee Time 8 hours# of Employees who worked on it 1

Similar Information Requested Information Requested below is also requested in…

Other Report: SCEIS SystemQuestion # of the Other Report: N/A

Source of Funds Restrictions on use of funds (List any restrictions; If no restrictions, type "None")

Amount available at end of 2013-14

Amount currently available (i.e. cash on hand)

Bank Account in which funds are held

Additional funds reasonably anticipated from source in 2015-16

Education Finance Act 0.00 89,147.00 980,617.00Education Improvement Act 283,768.67 525,465.38 7,439,286.00Adept 0.00 1,626.88 1,650.00Technology Professional Dev. 1,468.23 1,500.00Technology Initiative 18,873.00 15,000.00Technology Support 0.00 10,000.00 0.00Professional Development 0.00 3,099.73 3,100.00Formative Assesment 0.00 1,051.39 1,000.00Science Kits refurbished 0.00 765.34 750.00National Board Certification 0.00 0.00 55,597.00Teacher of the Year award 0.00 0.00 1,076.50Special Ed - MOE 0.00 0.00 0.00EEDA Supplies and Materials 0.00 590.09 600.00Aid to Districts 23,444.27 51,618.27 17,240.006-8 Enhancement 184.38 1,080.92 0.00K-5 Enhancement 7,522.13 39,551.84 0.00Digital Instructional Material 3,764.41 7,857.93 7,500.00General Fund Appropriation 55,117.39 14,511,447.89 780,259.95Operating Revenue 4,855,160.94 6,081,525.06 3,606,335.00Donations 187,407.25 185,599.70 0.00Education Lottery 313,565.14 371,258.06 200,000.00Medicaid Asst Pay 4,706,442.88 4,807,380.76 3,778,000.00Student Deposit Acct 333.03 333.03 0.00Indirect Cost 0.00 0.00 0.00Federal Programs (IDEA,Deaf Blind Project, Title II, PDC,BELL, USDA)

481,630.12$203,193.97 1,018,333.00

Recovery Audits 4,125.22Special Note: Federal Programs are reimbursable funds.

Instructions: Please list all sources of funding available in all bank accounts at the end of fiscal year 2013-14, all currently available to the agency and all anticipated funding sources in 2015-16. Examples of funding sources include, but are not limited to, Foundations, Non-Profits, General Assembly, Federal Government, grants, sales, fines, outside contracts, interest from bank accounts holding restricted or any other type of funds, etc. NOTE: Responses are not limited to the number of rows below that have borders around them, please list all that are applicable.


Strategically Spent Money



$2008 Hours1

Information Requested below is also requested in…N/AN/A

Fiscal Year 2014-15

G# S# O# Description Amount available at end of 2013-14 FY 2014-15 Agency Beginning Base

Part 1A Recurring Funds H.4701 - State Funds

Nonrecurring Proviso 118.16 - State Funds

Tobacco MSA Provisos 118.15 - State Funds

FY 2013-14 Capital Reserve Fund H.4702 - State Funds

Federal Funds

Other Funds Total

Total Money Available $10,922,465.00 $15,372,359 -$898,261 $0 $0 $0 $1,139,000 $8,320,455 $34,856,018

G1 Improve student achievement in English Language Arts

S1.1 Develop a campus-wide focus on literacy

O1.1.1Develop a campus-wide literacey focus around the theme of Read for Your Life

O1.1.2Investigate the need for a literacy coach and secure future funding for such a position, if warranted

O1.1.3 Read across the curriculum in all content areas




Similar Information Requested Other Report:Question # of the Other Report:


New Money, per category, outlined in General Appropriations BillCash on Hand at Start of Year

Instructions: Please copy and paste the information from the Strategically Planned Outcomes Chart into the first four columns of this chart (i.e. under G#, S#, O# and Description). The remaining columns include the categories listed for the agency in the final 2014-15 General Appropriations Bill. The first row includes the total amount budgeted for each category. For each objective in the remaining rows (or strategy if there are no objectives under a strategy), please type the amount of money spent from each category in an effort to accomplish that objective

(or strategy). When added together, the individual amounts spent on each objective (or strategy) should add together to equal the Total Budget for the applicable category. Remember, only type the amounts in the boxes highlighted in yellow.

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,1,,the,major,funding,program,areas,included,EducaLon,,ResidenLal,,Support,Services,,Outreach,,and,AdministraLon.,



O1.1.4 Provide reading materials, as needed

O1.1.5Provide professional development in reading/literacy for educational and residential staff

O1.1.6Seek appropriate assessments to determine student performance in reading

O1.1.7


O1.1.8


S1.2 Effectively use instructional time to improve student performance

O.1.2.1 Develop strategies to protect core instructional time

01.2.2Schedule related services so that core instructional time is not interrupted

01.2.3,Improve,master,scheduling,to,reduce,the,amount,of,lost,instructional,time,due,to,transition

O1.2.4 !Provide!training!to!principals!in!instructional!leadership

O1.2.5 Provide time for principals to conduct classroom observations

O1.2.6 Secure!a!tool!for!classroom!observations

G2 Ensure safety for students and staff

S2.1 Provide a safe environment during school and residential time

O2.1.1Evaluate campus grounds and facilities for needed improvements to ensure a safe environment

O2.1.2

Evaluate campus grounds and facilities for needed improvements to ensure accessibility in creating safe environment

O2.1.3Make improvements, as warranted, based upon evaluation of campus for safety issues

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,1,,the,major,funding,program,areas,included,EducaLon,,ResidenLal,,Support,Services,,Outreach,,and,AdministraLon.,

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,,,the,majore,funding,,programs,included,Physical,Support,and,AdministraLon.,,



O2.1.4Provide electronic building access system to provide a safe and secure environment

O2.1.5 Continue installation of building notification system

O2.1.6Continue to review emergency procedures and provide training, as needed

O2.1.7Provide an additional School Resource Officer as funding is available

G3 Develop clear communication procedures

S3.1 Develop clear communication points for each division

O3.1.1Establish a communication philosophy for the School for the Deaf

O3.1.2

Establish talking points to communicate the inventory of services for each division/department

S3.2Develop communication protocols between educational and residential staff

O3.2.1

Determine what information needs to be shared and who will share the information between the educational program and residential program

O3.2.2Establish agreed upon communication methods between educational staff and residential staff

G4 Improve the effective use of technology

S4.1 Effectively integrate instruction into technology

O4.1.1 Implement one to one devices as funding is available

O4.1.2Provide professional development training to staff in the effective use of technology

O4.1.3Hire a technology integrator/coach/coordinator as funding is available

O4.1.4 Secure and implement instructional technology resources

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,3,,the,majore,funding,program,areas,included,EducaLon,,ResidenLal,,Support,Services,,Outreach,,Physical,Support,and,AdministraLon.,

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,3,,the,majore,funding,program,areas,included,EducaLon,,ResidenLal,,Support,Services,,Outreach,,Physical,Support,and,AdministraLon.,

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,4,,the,major,funding,program,areas,included,EducaLon,,Outreach,,and,Physical,Support.,



O4.1.5Determine and implement accountability measures for technology proficiency

G5 Develop and implement a recruitment plan

S5.1 Develop and implement a staff recruitment plan

O5.1.1 Attend recruitment fairs to seek highly qualified staff

O5.1.2Recruit highly qualified staff from colleges and universities prior to graduation

O5.1.3Establish partnerships with major universities to recruit highly qualified staff

O5.1.4 Develop recruitment materials to give to potential staff

S5.2 Develop and implement a student recruitment plan

O5.2.1 Develop recruitment materials for parents and school districts

O5.2.2Develop and implement a retention plan to include evaluation of exit survey information

O5.2.3


O5.2.4


O5.2.5 Create a virtual tour of SCSDB

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,5,,the,major,funding,program,areas,EducaLon,,Outreach,,and,AdministraLon.,

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,5,,the,major,funding,program,areas,EducaLon,,Outreach,,and,AdministraLon.,



Total Spent per Budget CategoryG# S# O# Explanations or Additional Notes

from Agency (Optional)General Other Federal TOTAL

Education

Specialized instruction and educational services for students who are deaf, blind, and sensory multi-disabled. Educational programming and services are provided through age 21.

,$,,,,,,,,,,6,808,951, ,$,,,,,,,,4,457,031, ,$,,,174,839, /$/11,440,821/

Student Support Specifically designed support services for students with sensory disabilities. ,$,,,,,,,,,,2,961,518, ,$,,,,,,,,2,305,429, ,$,,,428,885, /$///5,695,832/

Residential Provides students with opportunities to learn essential life skills. ,$,,,,,,,,,,3,080,031, ,$,,,,,,,,,,,312,769, /$///3,392,800/

Outreach

The provision of services to individuals with sensory disabilities, their families, and the professionals who serve them.

,$,,,,,,,,,,,,,123,335, ,$,,,,,,,,4,263,639, ,$,,,663,134, /$///5,050,108/

Administration

Provides logistical support for all other program areas, strategic leadership, and oversight of compliance with regulatory standards.

,$,,,,,,,,,,1,364,202, ,$,,,,,,,,,,,227,572, /$///1,591,774/

Physical Support

Responsible for the development, maintenance, housekeeping, and grounds keeping of the 160 acre, 38 building, 162 year-old campus.

,$,,,,,,,,,,1,693,777, ,$,,,,,,,,,,,,,82,394, /$///1,776,171/

FY#2013(14#Expenditures

Strategic Plan - Laws as BasisDeaf and the Blind, School for the 7/27/15

$2505 hours1


N/AN/A

G# S# O# Description Statute, Regulation, Proviso Summary of Statutory Requirement and/or Authority GrantedG1 Improve student achievement in English Language Arts Title 59 Education Law for Agency/SchoolG1 Improve student achievement in English Language Arts IDEA This law ensures services to children with disabilities.G1 Improve student achievement in English Language Arts Title 59 Ch 47 Code of Laws for Agency/School

S1.1 Develop a campus-wide focus on literacy Read to Succeed Act A Comprehensive State Plan to improve Reading PerformanceO1.1.1 Develop a campus-wide literacey focus around the theme of Read for Your Life Read to Succeed Act A Comprehensive State Plan to improve Reading Performance

O1.1.2 Investigate the need for a literacy coach and secure future funding for such a position, if warranted

Read to Succeed Act A Comprehensive State Plan to improve Reading Performance

O1.1.3 Read across the curriculum in all content areas Read to Succeed Act A Comprehensive State Plan to improve Reading PerformanceO1.1.4 Provide reading materials, as needed Read to Succeed Act A Comprehensive State Plan to improve Reading Performance

O1.1.5 Provide professional development in reading/literacy for educational and residential staff


O1.1.6 Seek appropriate assessments to determine student performance in reading Read to Succeed Act A Comprehensive State Plan to improve Reading Performance

O1.1.7 Provide professional development in using reading assessment performance to guide teaching and learning


O1.1.8 Provide professional development in the effects of poverty on student performance for educational and residential staff


S1.2 Effectively use instructional time to improve student performance Title 59 Education Law for Agency/School

# of Employees who worked on it


Resources utilized to Complete ChartCostTotal Employee Time

Similar Information Requested Other Report:Question # of the Other Report:

Instructions: Please type in the statute, regulation and proviso which provides a basis for the agency to pursue each goal, strategy and objective. Next to each statute, regulation and proviso type a short summary of the statute (if they agency previously listed the law in the Legal Standards Chart of the Restructuring Act, the agency can copy and paste the summary from there, which is also found in the Laws to Further Evaluate Chart of this Report). Type only one law per row. If multiple laws apply to a particular goal, strategy or objective, copy and paste that row as many times as needed to ensure you list each law that applies on a separate row.


Strategic Plan - Laws as BasisO.1.2.1 Develop strategies to protect core instructional time Title 59 Education Law for Agency/School01.2.2 Schedule related services so that core instructional time is not interrupted Title 59 Education Law for Agency/School

01.2.3 .Improve.master.scheduling.to.reduce.the.amount.of.lost.instructional.time.due.to.transition

Title 59 Education Law for Agency/School

O1.2.4 .Provide.training.to.principals.in.instructional.leadership Title 59 Education Law for Agency/SchoolO1.2.5 Provide time for principals to conduct classroom observations Title 59 Education Law for Agency/SchoolO1.2.6 Secure.a.tool.for.classroom.observations Title 59 Education Law for Agency/School

G2 Ensure safety for students and staff Title 59 Education Law for Agency/SchoolG2 Ensure safety for students and staff IDEA This law ensures services to children with disabilities.G2 Ensure safety for students and staff Title 59 Ch 47 Code of Laws for Agency/School

S2.1 Provide a safe environment during school and residential time IDEA This law ensures services to children with disabilities.

O2.1.1 Evaluate campus grounds and facilities for needed improvements to ensure a safe environment

IDEA This law ensures services to children with disabilities.

O2.1.2 Evaluate campus grounds and facilities for needed improvements to ensure accessibility in creating safe environment


O2.1.3 Make improvements, as warranted, based upon evaluation of campus for safety issues


O2.1.4 Provide electronic building access system to provide a safe and secure environment


O2.1.5 Continue installation of building notification system IDEA This law ensures services to children with disabilities.O2.1.6 Continue to review emergency procedures and provide training, as needed IDEA This law ensures services to children with disabilities.O2.1.7 Provide an additional School Resource Officer as funding is available Title 59 Education Law for Agency/School

G3 Develop clear communication procedures IDEA This law ensures services to children with disabilities.S3.1 Develop clear communication points for each division IDEA This law ensures services to children with disabilities.

O3.1.1 Establish a communication philosophy for the School for the Deaf IDEA This law ensures services to children with disabilities.

O3.1.2 Establish talking points to communicate the inventory of services for each division/department


S3.2 Develop communication protocols between educational and residential staff IDEA This law ensures services to children with disabilities.

O3.2.1 Determine what information needs to be shared and who will share the information between the educational program and residential program


O3.2.2 Establish agreed upon communication methods between educational staff and residential staff


G4 Improve the effective use of technology Title 59 Education Law for Agency/SchoolG4 Improve the effective use of technology IDEA This law ensures services to children with disabilities.G4 Improve the effective use of technology Title 59 Ch 47 Code of Laws for Agency/School

S4.1 Effectively integrate instruction into technology Title 59 Ch 47 Code of Laws for Agency/School O4.1.1 Implement one to one devices as funding is available Title 59 Ch 47 Code of Laws for Agency/School

O4.1.2 Provide professional development training to staff in the effective use of technology

Title 59 Ch 47 Code of Laws for Agency/School

O4.1.3 Hire a technology integrator/coach/coordinator as funding is available Title 59 Ch 47 Code of Laws for Agency/School

Strategic Plan - Laws as BasisO4.1.4 Secure and implement instructional technology resources Title 59 Ch 47 Code of Laws for Agency/School O4.1.5 Determine and implement accountability measures for technology proficiency Title 59 Ch 47 Code of Laws for Agency/School

G5 Develop and implement a recruitment plan Title 59 Education Law for Agency/SchoolG5 Develop and implement a recruitment plan IDEA This law ensures services to children with disabilities.G5 Develop and implement a recruitment plan Title 59 Ch 47 Code of Laws for Agency/School

S5.1 Develop and implement a staff recruitment plan Title II Highly Qualified TeachersO5.1.1 Attend recruitment fairs to seek highly qualified staff Title 59 Ch 47 Code of Laws for Agency/School O5.1.2 Recruit highly qualified staff from colleges and universities prior to graduation Title 59 Ch 47 Code of Laws for Agency/School O5.1.3 Establish partnerships with major universities to recruit highly qualified staff Title 59 Ch 47 Code of Laws for Agency/School O5.1.4 Develop recruitment materials to give to potential staff Title 59 Ch 47 Code of Laws for Agency/School

S5.2 Develop and implement a student recruitment plan IDEA This law ensures services to children with disabilities.O5.2.1 Develop recruitment materials for parents and school districts IDEA This law ensures services to children with disabilities.

O5.2.2 Develop and implement a retention plan to include evaluation of exit survey information


O5.2.3 Provide an opportunity for Outreach staff to visit campus on a regular school day as part of developing ambassadors for SCSDB


O5.2.4 Provide an opportunity for division/department staff members to visit schools as part of developing ambassadors for SCSDB


O5.2.5 Create a virtual tour of SCSDB IDEA This law ensures services to children with disabilities.

Strategic Plan - Laws Further Evaluation



$2004 hours1


Related, Impacted Goal, Strategy or Objective# (i.e. G1, O1.1.1)

Statute/Regulation/Provisos Summary of Statutory Requirement and/or Authority Granted

Law Item # Recommend Further Evaluation (Yes or leave blank)

Basis for Further Evaluation

Goal 1 Title 59 Education Law for Agency/School 1Goal 2 Title 59 Education Law for Agency/School 1Goal 3 Title 59 Education Law for Agency/School 1Goal 4 Title 59 Education Law for Agency/School 1Goal 5 Title 59 Education Law for Agency/School 1Goal 1 IDEA This law ensures services to children with

disabilities.2

NOTE: If the agency grouped individual laws together, but would like the Committee to perform further evaluation of a law, the agency must add a row which states the specific law so it is clear what the agency

wants the Committee to evaluate.

Date of SubmissionAgency Responding

Other Report:Question # of the Other Report:

Instructions: Below is a list of all the laws the agency said were related to it in the agency's 2015 Restructuring and Seven Year Plan Report. In the "Related, Impacted Goal, Strategy or Objective #" column, please type the goal, strategy or objective number which is related to or impacted by the law (i.e. G1, O1.1.1, etc.). If a particular law relates/impacts more than one goal, strategy or objective, make a separate row for each different Related, Impacted Goal, Strategy or Objective by copying and pasting the law to as many separate rows as needed. In the column, titled "Recommend Further Evaluation," please put a Y beside any laws the agency would like the Committee to review for further discussion and/or possibly recommend revision or eliminaiton of in the Committee's Oversight Report. In the column, titled "Basis for Further Evaluation," please provide a brief explanation/basis for any laws which the agency would like the Committee to review by choosing one of the options available from the drop down menu.




Strategic Plan - Laws Further Evaluation


Goal 2 IDEA This law ensures services to children with disabilities.

2


2


2


2

Perkins IV Career and Technology Education 35.1 Title II Highly Qualified Teachers 4

Title III ESOL 5McKinney-Vento Homeless 6

Goal 1 Title 59 Ch 47 Code of Laws for Agency/School 7Goal 2 Title 59 Ch 47 Code of Laws for Agency/School 7Goal 3 Title 59 Ch 47 Code of Laws for Agency/School 7Goal 4 Title 59 Ch 47 Code of Laws for Agency/School 7Goal 5 Title 59 Ch 47 Code of Laws for Agency/School 71.1 Read to Succeed Act A Comprehensive State Plan to improve Reading

Performance8

Potential Negative Impact



$8008 hours1


G# S# O# Description Most Potential Negative Impact 3 G.A. Options Level Requires Outside Help

Outside Help to Request

Level Requires Inform G.A.

# of Employees

Date of Agency

CostTotal Employee


Other Report:Question # of the


Similar Information

Instructions: Please list what the agency considers the most potential negative impact to the public that may occur as a result of the agency not accomplishing each objective. Under the column, "Most Potential Negative Impact," type the most potential negative impact to the public that may occur as a result of the agency not accomplishing the objective. Under the column, "Level Requires Outside Help," type

the level at which the agency considers the potential negative impact too big to handle internally. Under the column, "Outside Help to Request," type the entities to whom the agency would reach out if the potential negative impact rises to a level that is too big to handle internally. Under the column, "Level Requires Inform G.A.," type the level at which the agency thinks the General Assembly should be put on

notice of level at which potential negative impact has risen. Under column, "3 G.A. Options," type three options for what the General Assembly could do to help resolve the issue once it was on notice.



G1

Improve student achievement in English Language Arts

Limited Reading Skills for Children with Sensory Disabilities

1. Insure SCSDB works with Reading Initiatives in collaboration with the SCDOE. 2. Insure that SCSDB works with Education Oversight Committee for reading support as related to accountability measures. 3. Provide support for any needed program expansion to meet goal/strategy/objective.

The educational objectives at SCSDB are developed using the general educational standards provided through the SC Code of Laws and the interpretation of those statutes by the SCDOE. These objectives focus on continual improvement in SCSDB’s ability to provide the highest quality educational programs for the deaf, blind and multi-sensory disabled children that we serve throughout the state. Failure to meet these objectives would negatively impact our educational services to children. SCSDB continually seeks assistance and guidance from the SCDOE to eliminate any negative impacts.

SCDOE The educational objectives at SCSDB are developed using the general educational standards provided through the SC Code of Law and the interpretation of those statutes by the SCDOE. These objectives focus on continual improvement in SCSDB's ability to provide the highest quality of educational programs for the deaf, blind, and sensory multi-disabled children we serve throughout the state. Intervention would be warranted when the needs of children served were not met.



S1.1

Develop a campus-wide focus on literacy







O1.1.1

Develop a campus-wide literacey focus around the theme of Read for Your Life







O1.1.2

Investigate the need for a literacy coach and secure future funding for such a position, if warranted







O1.1.3

Read across the curriculum in all content areas







O1.1.4

Provide reading materials, as needed







O1.1.5

Provide professional development in reading/literacy for educational and residential staff







O1.1.6

Seek appropriate assessments to determine student performance in reading







O1.1.7








O1.1.8








S1.2

Effectively use instructional time to improve student performance

Lack of improvement in Student Performance/Achievement

1. Insure SCSDB works with the SCDOE in use of scheduling requirements and student needs. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.





O.1.2.1

Develop strategies to protect core instructional time







01.2.2

Schedule related services so that core instructional time is not interrupted







01.2.3

,Improve,master,scheduling,to,reduce,the,amount,of,lost,instructional,time,due,to,transition







O1.2.4

,Provide,training,to,principals,in,instructional,leadership


1. Insure SCSDB works with the SCDOE in developing instructional leadership skills. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.





O1.2.5

Provide time for principals to conduct classroom observations







O1.2.6

Secure,a,tool,for,classroom,observations







G2

Ensure safety for students and staff Failure to provide safe environment for sensory disabled children

1. Insure SCSDB works with the SCDOE in developing a safe learning environment. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.





S2.1

Provide a safe environment during school and residential time

Failure to provide safe environment for sensory disabled children






O2.1.1

Evaluate campus grounds and facilities for needed improvements to ensure a safe environment


1. Insure SCSDB works with the SCDOE in developing a safe learning environment. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective. Provide fiscal support, as needed, for capital projects.





O2.1.2

Evaluate campus grounds and facilities for needed improvements to ensure accessibility in creating safe environment







O2.1.3

Make improvements, as warranted, based upon evaluation of campus for safety issues







O2.1.4

Provide electronic building access system to provide a safe and secure environment







O2.1.5

Continue installation of building notification system







O2.1.6

Continue to review emergency procedures and provide training, as needed




SCDOE, Spartanburg County Sheriff's Department

The educational objectives at SCSDB are developed using the general educational standards provided through the SC Code of Law and the interpretation of those statutes by the SCDOE. These objectives focus on continual improvement in SCSDB's ability to provide the highest quality of educational programs for the deaf, blind, and sensory multi-disabled children we serve throughout the state. Intervention would be warranted when the needs of children served were not met.



O2.1.7

Provide an additional School Resource Officer as funding is available








G3

Develop clear communication procedures

Poor communication, Poor Agency Climate

1. Insure SCSDB works with the SCDOE and state OHR in developing clear systems of communication. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.


SCDOE, SCOHR, SCCIO




S3.1

Develop clear communication points for each division




SCDOE, SCOHR, SCCIO




O3.1.1

Establish a communication philosophy for the School for the Deaf


1. Insure SCSDB works with the SCDOE Office of Exceptional Children to implement best practices for deaf/hard of hearing students. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.


SCDOE, CEASD




O3.1.2

Establish talking points to communicate the inventory of services for each division/department


1. Insure SCSDB works with the SCDOE and state OHR in developing clear systems of service provided. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.


SCDOE, SCOHR, SCCIO




S3.2

Develop communication protocols between educational and residential staff


1. Insure SCSDB works with the SCDOE in developing clear systems of communication. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.


SCDOE, SCOHR




O3.2.1

Determine what information needs to be shared and who will share the information between the educational program and residential program




SCDOE, SCOHR




O3.2.2

Establish agreed upon communication methods between educational staff and residential staff




SCDOE, SCOHR




G4

Improve the effective use of technology

Decreased ability among sensory disabled students to use technology and assistive technology needed to find future success; Decreased accessibility to regular world for sensory disabled students

1. Insure SCSDB works with the SCDOE in implementing best practices in the use of technology. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.


SCDOE, SCCIO The educational objectives at SCSDB are developed using the general educational standards provided through the SC Code of Law and the interpretation of those statutes by the SCDOE. These objectives focus on continual improvement in SCSDB's ability to provide the highest quality of educational programs for the deaf, blind, and sensory multi-disabled children we serve throughout the state. Intervention would be warranted when the needs of children served were not met.



S4.1

Effectively integrate instruction into technology







O4.1.1

Implement one to one devices as funding is available







O4.1.2

Provide professional development training to staff in the effective use of technology







O4.1.3

Hire a technology integrator/coach/coordinator as funding is available







O4.1.4

Secure and implement instructional technology resources







O4.1.5

Determine and implement accountability measures for technology proficiency







G5

Develop and implement a recruitment plan

Fewer sensory disabled children served by qualified, certied staff

1. Insure SCSDB works with the SCDOE and school districts to meet the needs of all sensory impaired children in SC. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.


SCDOE, SCOHR




S5.1

Develop and implement a staff recruitment plan

Lack of qualifed, certified staff to serve sensory disabled students

1. Insure SCSDB works with the SCDOE and State OHR to insure a qualified workforce. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.


SCDOE, SCOHR




O5.1.1

Attend recruitment fairs to seek highly qualified staff




SCDOE, SCOHR




O5.1.2

Recruit highly qualified staff from colleges and universities prior to graduation




SCDOE, SCOHR




O5.1.3

Establish partnerships with major universities to recruit highly qualified staff




SCDOE, SCOHR




O5.1.4

Develop recruitment materials to give to potential staff




SCDOE, SCOHR




S5.2

Develop and implement a student recruitment plan

Fewer sensory disabled children receiving needed services






O5.2.1

Develop recruitment materials for parents and school districts







O5.2.2

Develop and implement a retention plan to include evaluation of exit survey information







O5.2.3








O5.2.4








O5.2.5

Create a virtual tour of SCSDB Fewer sensory disabled children receiving needed services

1. Insure SCSDB works with the SCDOE and SCCIO to develop such resources, as needed. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.



Reviews/Audits



$75015 hours2 Direct, 5 Indirect


N/AN/A

Review Item #

Matter(s) or Issue(s) Under Review

Reason Review was Initiated (outside request, internal policy, etc.)

Was Reviewing Entity External or Internal? Entity Performing the Review

Date Review Began (MM/DD/YYYY)

Date Review Ended (MM/DD/YYYY)

Associated Goal, Strategy or Objective # which relates to the matter/issue under review (only one per row)

1 EEO Annual Reports State OHR-Annual Reports External-State OHR State OHR Annually Annually Goal 52 HR Audit Report Audit of Delegated Transactions External-State OHR State OHR July 1, 2012 June 30, 2014 Goal 53 State Report Cards Annual State Accountability State Report Card External-Education Oversight Committee Education Oversight

CommitteeAnnually Annually Goal 1

4 Title II Audit Title II Audit of Federal/State Grant External-SC Department of Education SC Department of Education February 26, 2013 May 13, 2013 Goal 55 OSEP District Profiles Office of Exceptional Children Compliance

ReportsExternal-SC Department of Education SC Department of Education Annually Annually Goal 1

6 AdvancEd-SACS Accreditation-Quality Assurance 5 Year Visit External-AdvancEd-SACS AdvancEd-SACS January 29, 2012 January 31, 2012 Goal 16 AdvancEd-SACS Accreditation-Quality Assurance 5 Year Visit External-AdvancEd-SACS AdvancEd-SACS January 29, 2012 January 31, 2012 Goal 26 AdvancEd-SACS Accreditation-Quality Assurance 5 Year Visit External-AdvancEd-SACS AdvancEd-SACS January 29, 2012 January 31, 2012 Goal 36 AdvancEd-SACS Accreditation-Quality Assurance 5 Year Visit External-AdvancEd-SACS AdvancEd-SACS January 29, 2012 January 31, 2012 Goal 46 AdvancEd-SACS Accreditation-Quality Assurance 5 Year Visit External-AdvancEd-SACS AdvancEd-SACS January 29, 2012 January 31, 2012 Goal 57 CEASD Accreditation Accreditation for Deaf School External-CEASD CEASD October 14, 2012 October 17, 2012 Goal 17 CEASD Accreditation Accreditation for Deaf School External-CEASD CEASD October 14, 2012 October 17, 2012 Goal 27 CEASD Accreditation Accreditation for Deaf School External-CEASD CEASD October 14, 2012 October 17, 2012 Goal 37 CEASD Accreditation Accreditation for Deaf School External-CEASD CEASD October 14, 2012 October 17, 2012 Goal 47 CEASD Accreditation Accreditation for Deaf School External-CEASD CEASD October 14, 2012 October 17, 2012 Goal 58 OEC Audit-Special Education

ProgramAudit of Special Education Program External-SC Department of Education SC Department of Education March 14, 2102 February 17, 2104 Goal 1

9 IDEA Fiscal Monitoring Tier Reviews of Special Education Programs External-SC Department of Education SC Department of Education August, 2013 October, 2013 Goal 110 OCTE Audit Audit of Perkins/Career and Technology

Education ProgramsExternal-SC Department of Education SC Department of Education March 10, 2015 March 16, 2015 Goal 1

11 Limited Scope Audit 2011-2012 IDEA, Teacher Quality, and Food Service External-Auditing Services, SC Department of Education

SC Department of Education October, 2012 May 6, 2014 Goal 1

11 Limited Scope Audit 2011-2012 IDEA, Teacher Quality, and Food Service External-Auditing Services, SC Department of Education

SC Department of Education October, 2012 May 6, 2014 Goal 5

12 State Auditor's Report 2010 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2010 June 10, 2011 Goal 112 State Auditor's Report 2010 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2010 June 10, 2011 Goal 212 State Auditor's Report 2010 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2010 June 10, 2011 Goal 312 State Auditor's Report 2010 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2010 June 10, 2011 Goal 4

Question # of the Other Report:



Instructions: In this Chart please list all external or internal reviews, audits, investigations or studies (“Reviews”) of the agency during the past five (5) fiscal years. If a particular Review relates/impacts more than one goal, strategy or objective, make a separate row for each different Associated Goal, Strategy and Objective by copying and pasting the Review to as many separate rows as needed. Please remember to provide copies of the report from the Review and any other information generated by the entity performing the Review (in word/excel if available, if not, please scan in .pdf version). NOTE: Responses are not limited to the number of rows below that have borders around them, please list all that are applicable.



Other Report:

Reviews/Audits


12 State Auditor's Report 2010 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2010 June 10, 2011 Goal 513 State Auditor's Report 2012 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2012 June 28, 2013 Goal 113 State Auditor's Report 2012 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2012 June 28, 2013 Goal 213 State Auditor's Report 2012 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2012 June 28, 2013 Goal 313 State Auditor's Report 2012 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2012 June 28, 2013 Goal 413 State Auditor's Report 2012 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2012 June 28, 2013 Goal 514 State Auditor's Report 2013 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2013 May 16, 2014 Goal 114 State Auditor's Report 2013 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2013 May 16, 2014 Goal 214 State Auditor's Report 2013 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2013 May 16, 2014 Goal 314 State Auditor's Report 2013 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2013 May 16, 2014 Goal 414 State Auditor's Report 2013 Annual Financial Audit External-State Auditor SC State Auditor June 30, 2013 May 16, 2014 Goal 515 Transportation Review State Fleet Certification External Budget and Control Board June 16, 2014 June 16, 2014 Goal 115 Transportation Review DHEC Fuel Storage Certfication External DHEC August 13, 2014 August 13, 2014 Goal 1

Other Reviews Beyond 5 Years:

16 State Auditor's Report 200717 State Auditor's Report 200618 State Auditor's Report 200419 LAC Report 2003

Strategic Plan - Strategy and Objective Details


Agency Responding Deaf and the Blind, School for the

Date of Submission 7/27/15

Resources utilized to Complete ChartCost $2,000Total Employee Time 40 hours# of Employees who worked on it 1

Similar Information Requested Information Requested below is also requested in…Other Report: N/A

Question # of the Other Report: N/A

STRATEGY OR OBJECTIVEStrategy or Objective # G1Description Improve student achievement

in English Language Arts

Public Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

High quality educational programming is essential to assist children with sensory impairments (deaf/hard of hearing, blind/visual impairment, and sensory multi-disabled) realize their maximum potential.

STRATEGIC PLAN CONTEXTHigher Strategy Objective Supports: N/AHigher Goal Strategy Supports: N/A

RESPONSIBLE LEADName Page B. McCrawLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Director of Curriculum and Instruction

Office Address 355 Cedar Springs Road, Spartanburg, SC 29302

Dept/Divison Curriculum and Instruction, President's Office

Instructions: Below is a template to use for each Objective (and Strategy if there are no objectives listed under a Strategy) listed in the Strategically Planned Public Benefits Chart. It is recommended that the agency copy and paste the data in this tab into multiple other tabs or into a separate excel workbook, while it is still blank. The agency will then have a blank version to complete for each separate Objective, and when necessary, Strategy. Please save the information related to each Strategy and Objective as a separate excel worksheet. Label the Tab, "G__, S__, O__" and insert the applicable numbers in the blanks after each goal, strategy and objective (For example "G1, S1.1, O1.1.1"). Most of the subsets of questions below are self-explanatory and the information may be copied from other Charts in this Report. However, some, like Performance Measures, have additional questions. NOTE: Call the Committee Staff for assistance in how to filter the other charts completed by the agency in this report so the agency can see which ones it identified as relating to each of the strategies/objectives and easily copy and paste that information into this chart.



Dept/Division Summary The Office of Curriculum and Instruction deals with all educational matters related to instruction included standards, curriculum, textbooks and materials, testing, teacher certfication, reading coaches, professional development,etc. This position is similar to an Assistant Superintendent in a School District.

MONEY SPENTType of Cost Cost Includes 2013-14 Actual 2014-15 Planned 2014-15 Actual 2015-16 PlannedSupport Costs Apportioned Type the costs included (i.e.

IT, HR, etc. costs incurred by the agency as a whole but apportioned among objectives)

Direct Costs of Results Type the costs included (i.e. Salaries, benefits, supplies, equipment, travel, utilities, training, etc.)

Total Costs of Results Copy and Paste from Total for Obj. from Strategically Spent $ Chart

By Major Program Area in 2014-15 Education 7,525,327.12, Support Services 6,171,451.27, Residential 3,531,443.71, Administration 4,983,813.10, Physical Support 1,508,678.46, Outreach 5,418,804.42

PARTNERS

Current Partner Entities Ways Agency works with Current Partners


Instructions: The agency already listed the partner entities which relate to each strategy and objective in the Strategically Planned Partners. Please sort that Chart by Strategy or Objective # and copy and paste the partner entities connected with this strategy or objective. Call the Committee Staff for assistance in how to sort the partner entities in the other chart so the agency can see which ones it has identified as relating to each of the agency's strategies and objectives and easily copy and paste it into this chart.

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,1,,the,major,funding,program,areas,are,EducaJon,,ResidenJal,,Support,Services,,Outreach,,and,AdministraJon.,,



PERFORMANCE MEASURES

# of years agency has tracked the measure

Performance Measure Description

2009-10 Results 2010-11 Actual Results

2011-12 Actual Results



2014-15 Targets 2014-15 Actual Results

2015-16 Targets PM Item #

8 Years Mastery of IEP Goals 95% 91% 98% 91% 90% 100% 83% 100% 1









8 Years Mastery of IEP Goals-Male 94% 92% 99% 90% 88% 100% 86% 100% 2









8 Years Mastery of IEP Goals-Female 96% 91% 97% 91% 92% 100% 79% 100% 3

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability MeasureReasoning for 2014-15 Target Value? SCSDB strives annually for 100% MasteryWas 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Unique Needs of Individual StudentsWork being done to improve deficiences? Continued Focus to Assist Each Student Reach Maximum PotentialReasoning for 2015-16 Target Value? SCSDB strives annually for 100% MasteryIs the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Teachers/Principals

Comparison of actual performance to target value From 2009-2015, SCSDB has been within 10% or less of target goal.Determination of whether corrective action is necessary (key Excellent Absolute Rating on School Report Card demonstrates SCSDB is within overall expectations established by the Education Oversight Committee.

Making any changes needed to ensure the target value is reached Students and teachers continue to strive to reach 100%.Names and Titles of individuals who set this as a performance Education Oversight Committee State Accountability Measure

Was 2014-15 Target a standard target, moderate challenge or a Reasoning for 2014-15 Target Value?

Why was this performance measure chosen as a gauge of whether the objective had been accomplished?

Instructions: The agency already listed the Performance Measures for each objective in the Performance Measures Explained Chart so it knows if there is one or multiple Performance Measures which apply to this objective. Please complete the template below for each Performance Measure that applies to this objective.

Questions Related to Performance MeasureEducation Oversight Committee State Accountability Measure

SCSDB strives annually for 100% MasteryStandard Target

From 2009-2015, SCSDB has been within 10% or less of target goal.

Excellent Absolute Rating on School Report Card demonstrates SCSDB is within overall expectations established by the Education Oversight Committee.

Students and teachers continue to strive to reach 100%.Education Oversight Committee State Accountability Measure

Work being done to improve deficiences?Reasoning for missing 2014-15 Target Value, if missed?

Provide the names of employees who are responsible for…Comparison of actual performance to target value

Determination of whether corrective action is necessary (key objectives of correction are: (1) to remove defects, in many cases

this is worker-controllable; (2) to remove the causes of defects, this may be worker or management controllable; (3) to attain a new state

of process performance, one that will prevent defects from happening; and (4) to maintain or enhance the efficiency and

effectiveness of the process, which is an essential condition for continuing process improvement and ultimately increasing the

competitiveness and profitability of the business itself)Making any changes needed to ensure the target value is reached

Names and Titles of individuals who set this as a performance

Is the 2014-15 Target a standard target, moderate challenge or a Reasoning for 2015-16 Target Value?

Unique Needs of Individual StudentsContinued Focus to Assist Each Student Reach Maximum PotentialSCSDB strives annually for 100% MasteryStandard TargetTeachers/Principals











8 Years Brigance Composite 90% 89% 97% 93% 89% 100% 95% 100% 4









8 Years Brigance ELA-Male 97% 86% 98% 90% 88% 100% 96% 100% 5









8 Years Brigance ELA-Female 90% 94% 98% 89% 89% 100% 94% 100% 6

Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Teachers/Principals



Questions Related to Performance Measure


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability MeasureReasoning for 2014-15 Target Value? SCSDB strives annually for 100% MasteryWas 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Unique Needs of Individual StudentsWork being done to improve deficiences? Continued Focus to Assist Each Student Reach Maximum PotentialReasoning for 2015-16 Target Value? SCSDB strives annually for 100% Mastery

Reasoning for 2014-15 Target Value? SCSDB strives annually for 100% MasteryWas 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Unique Needs of Individual StudentsWork being done to improve deficiences? Continued Focus to Assist Each Student Reach Maximum PotentialReasoning for 2015-16 Target Value? SCSDB strives annually for 100% MasteryIs the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Teachers/Principals


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability MeasureReasoning for 2014-15 Target Value? SCSDB strives annually for 100% MasteryWas 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Unique Needs of Individual StudentsWork being done to improve deficiences? Continued Focus to Assist Each Student Reach Maximum PotentialReasoning for 2015-16 Target Value? SCSDB strives annually for 100% MasteryIs the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Teachers/Principals



Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability Measure











8 Years Brigance Math-Male 87% 90% 95% 95% 88% 100% 97% 100% 7









8 Years Brigance Math-Female 89% 86% 97% 90% 93% 100% 91% 100% 8









8 Years Student Placement upon Completion

92.30% 100% 81% 65% 95% 100% N/A 100% 9


Reasoning for missing 2014-15 Target Value, if missed? Unique Needs of Individual StudentsWork being done to improve deficiences? Continued Focus to Assist Each Student Reach Maximum PotentialReasoning for 2015-16 Target Value? SCSDB strives annually for 100% MasteryIs the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Teachers/Principals



Provide the names of employees who are responsible for… Teachers/PrincipalsComparison of actual performance to target value From 2009-2015, SCSDB has been within 13% or less of target goal.

Determination of whether corrective action is necessary (key Excellent Absolute Rating on School Report Card demonstrates SCSDB is within overall expectations established by the Education Oversight Committee.Making any changes needed to ensure the target value is reached Students and teachers continue to strive to reach 100%.

Names and Titles of individuals who set this as a performance Education Oversight Committee State Accountability Measure

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability MeasureReasoning for 2014-15 Target Value? SCSDB strives annually for 100% MasteryWas 2014-15 Target a standard target, moderate challenge or a Standard Target


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability MeasureReasoning for 2014-15 Target Value? SCSDB strives annually for 100% MasteryWas 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Unique Needs of Individual StudentsWork being done to improve deficiences? Continued Focus to Assist Each Student Reach Maximum PotentialReasoning for 2015-16 Target Value? SCSDB strives annually for 100% MasteryIs the 2014-15 Target a standard target, moderate challenge or a Standard Target

Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Unique Needs of Individual StudentsWork being done to improve deficiences? Continued Focus to Assist Each Student Reach Maximum PotentialReasoning for 2015-16 Target Value? SCSDB strives annually for 100% MasteryIs the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Teachers/Principals


Making any changes needed to ensure the target value is reached Students and teachers continue to strive to reach 100%.

Why was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability MeasureReasoning for 2014-15 Target Value? SCSDB strives annually for 100% Mastery











3 Years Braille Pages N/A N/A N/A 100,661 120,644 As Needed 149,039 As Needed 10









3 Years Braille Tactile Pages N/A N/A N/A 6,392 11,382 As Needed 13,717 As Needed 11









4 Years Literacy Enrichment-Library Classes

N/A N/A 255 236 328 275 329 275 12

Determination of whether corrective action is necessary (key None neededMaking any changes needed to ensure the target value is reached Continue ot expand technology and services available through Leath Correctional Facility, as needed.

Names and Titles of individuals who set this as a performance Scott Falcone, Director of Outreach Services

Why was this performance measure chosen as a gauge of whether Examining the number of Braille Pages Produced helps SCSDB gauge the need for Braille materials in SC.Reasoning for 2014-15 Target Value? This measure is based upon the requests for Braille materials/textbooks for blind students in SC.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? This measure is based upon the requests for Braille materials/textbooks for blind students in SC.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services

Comparison of actual performance to target value Met. The increase in pages is in part a result to technology advancements and the availability to now create tactile graphics.

Work being done to improve deficiences? N/AReasoning for 2015-16 Target Value? This measure is based upon the requests for Braille materials/textbooks for blind students in SC.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services

Comparison of actual performance to target value MetDetermination of whether corrective action is necessary (key None needed

Making any changes needed to ensure the target value is reached Continue ot expand technology and services available through Leath Correctional Facility, as needed.Names and Titles of individuals who set this as a performance Scott Falcone, Director of Outreach Services



Making any changes needed to ensure the target value is reached SCSDB continues to improve collaboration with transition agencies for student placement.Names and Titles of individuals who set this as a performance Education Oversight Committee State Accountability Measure

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether the objective had been accomplished?

Examining the number of Braille Pages Produced helps SCSDB gauge the need for Braille materials in SC.

Reasoning for 2014-15 Target Value? This measure is based upon the requests for Braille materials/textbooks for blind students in SC.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? N/A

Why was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability MeasureReasoning for 2014-15 Target Value? SCSDB strives annually for 100% MasteryWas 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Unique Needs of Individual StudentsWork being done to improve deficiences? Continued Focus to Assist Each Student Reach Maximum PotentialReasoning for 2015-16 Target Value? SCSDB strives annually for 100% MasteryIs the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Teachers/Principals











3 Years Literacy Enrichment-Accelerated Reader

N/A N/A N/A 37 69 50 111 50 13









3 Years Literacy Enrichment-Book Fair

N/A N/A N/A 179 207 200 175 200 14









Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Galena Gaw, Media Specialist

Comparison of actual performance to target value The goal was exceeded by 7.Determination of whether corrective action is necessary (key None Needed

Making any changes needed to ensure the target value is reached None NeededNames and Titles of individuals who set this as a performance Page McCraw, Director of Curriculum and Instruction


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Measure was selected to determine if an increase was realized with focus on ELA Performance and Literacy.Reasoning for 2014-15 Target Value? 200 is a increase from previous results.Was 2014-15 Target a standard target, moderate challenge or a New Standard TargetReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? NoneReasoning for 2015-16 Target Value? 200 level was maintained to determine if increase continued.

Reasoning for 2014-15 Target Value? 50 is a increase from previous results.Was 2014-15 Target a standard target, moderate challenge or a New Standard TargetReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? NoneReasoning for 2015-16 Target Value? 50 level was maintained to determine if increase continued.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Galena Gaw, Media Specialist


Reasoning for 2015-16 Target Value? 275 level was maintained to determine if increase continued.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Galena Gaw, Media Specialist



Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Measure was selected to determine if an increase was realized with focus on ELA Performance and Literacy.

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Measure was selected to determine if an increase was realized with focus on ELA Performance and Literacy.Reasoning for 2014-15 Target Value? 275 is a increase from previous results.Was 2014-15 Target a standard target, moderate challenge or a New Standard TargetReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? None



3 Years Litearcy Enrichment-Special Events

N/A N/A N/A 150 188 175 194 175 15









8 Years State Surveys-Student 89% 83% 36% i/S 76% 100% 88.20% 100% 16









8 Years State Surveys-Staff 86% 92% 100% 82% 78% 100% 78.20% 100% 17









Reasoning for missing 2014-15 Target Value, if missed? Less off site professional development as a result of budget cutsWork being done to improve deficiences? Continued Focus to 100% Satisfaction in All AreasReasoning for 2015-16 Target Value? SCSDB strives annually for 100% SatisfactionIs the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Agency Leadership Staff

Comparison of actual performance to target value SCSDB continues to examine details based on wide changes in results each year.Determination of whether corrective action is necessary (key Excellent Absolute Rating on School Report Card demonstrates SCSDB is within overall expectations established by the Education Oversight Committee.

Making any changes needed to ensure the target value is reached SCSDB continues to examine results to guide any needed changes.Names and Titles of individuals who set this as a performance Education Oversight Committee State Accountability Measure

Provide the names of employees who are responsible for… Agency StaffComparison of actual performance to target value From 2009-2015, SCSDB has been within 25% or less of target goal. Small sample sizes impacted other two years.

Determination of whether corrective action is necessary (key Excellent Absolute Rating on School Report Card demonstrates SCSDB is within overall expectations established by the Education Oversight Committee.Making any changes needed to ensure the target value is reached SCSDB continues to examine results to guide any needed changes.


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability MeasureReasoning for 2014-15 Target Value? SCSDB strives annually for 100% SatisfactionWas 2014-15 Target a standard target, moderate challenge or a Standard Target

Names and Titles of individuals who set this as a performance Page McCraw, Director of Curriculum and Instruction

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability MeasureReasoning for 2014-15 Target Value? SCSDB strives annually for 100% MasteryWas 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Changes in Uniform Discipline CodeWork being done to improve deficiences? Continued Focus to 100% Satisfaction in All AreasReasoning for 2015-16 Target Value? SCSDB strives annually for 100% SatisfactionIs the 2014-15 Target a standard target, moderate challenge or a Standard Target

Was 2014-15 Target a standard target, moderate challenge or a New Standard TargetReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? NoneReasoning for 2015-16 Target Value? 175 level was maintained to determine if increase continued.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Galena Gaw, Media Specialist


Making any changes needed to ensure the target value is reached None Needed

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Measure was selected to determine if an increase was realized with focus on ELA Performance and Literacy.Reasoning for 2014-15 Target Value? 175 is a increase from previous results.



8 Years State Surveys-Parents 88% 92% 86% 100% 94% 100% 90.70% 100% 18









4 Years OT Evaluations N/A N/a 136 136 106 As Needed 80 As Needed 19









5 Years PT Evaluations N/A 91 97 99 133 As Needed 72 As Needed 20









5 Years Speech Evaluations N/A 158 162 308 234 As Needed 245 As Needed 21

Determination of whether corrective action is necessary (key N/AMaking any changes needed to ensure the target value is reached N/A

Names and Titles of individuals who set this as a performance Individual IEP teams in accordance to IDEA law.

Why was this performance measure chosen as a gauge of whether Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Reasoning for 2014-15 Target Value? Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? Evaluation are continued to be completed based upon IDEA law.Reasoning for 2015-16 Target Value? Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Director of Related Services

Comparison of actual performance to target value N/A

Work being done to improve deficiences? Evaluation are continued to be completed based upon IDEA law.Reasoning for 2015-16 Target Value? Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Director of Related Services

Comparison of actual performance to target value N/ADetermination of whether corrective action is necessary (key N/A

Making any changes needed to ensure the target value is reached N/ANames and Titles of individuals who set this as a performance Individual IEP teams in accordance to IDEA law.


Comparison of actual performance to target value SCSDB continues to examine details based on wide changes in results each year.Determination of whether corrective action is necessary (key Excellent Absolute Rating on School Report Card demonstrates SCSDB is within overall expectations established by the Education Oversight Committee.

Making any changes needed to ensure the target value is reached SCSDB continues to examine results to guide any needed changes.Names and Titles of individuals who set this as a performance Education Oversight Committee State Accountability Measure

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Reasoning for 2014-15 Target Value? Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Met

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Education Oversight Committee State Accountability MeasureReasoning for 2014-15 Target Value? SCSDB strives annually for 100% SatisfactionWas 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Although goal was not met, parents seems to be more satisfied overallWork being done to improve deficiences? Continued Focus to 100% Satisfaction in All AreasReasoning for 2015-16 Target Value? SCSDB strives annually for 100% SatisfactionIs the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Agency Staff











5 Years Audiology Evaluations N/A 198 142 200 45 As Needed 132 As Needed 22









4 Years Educational Psychology Evaluations

N/A N/A 63 91 36 As Needed 19 As Needed 23









Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Director of Related Services




Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Reasoning for 2014-15 Target Value? Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? Evaluation are continued to be completed based upon IDEA law.Reasoning for 2015-16 Target Value? Evaluations are completed based on determination of IEP teams in accordance to IDEA law.

Reasoning for 2014-15 Target Value? Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? Evaluation are continued to be completed based upon IDEA law.Reasoning for 2015-16 Target Value? Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Director of Related Services


Reasoning for 2015-16 Target Value? Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Director of Related Services

19 N/ADetermination of whether corrective action is necessary (key N/A


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Evaluations are completed based on determination of IEP teams in accordance to IDEA law.

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Reasoning for 2014-15 Target Value? Evaluations are completed based on determination of IEP teams in accordance to IDEA law.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? Evaluation are continued to be completed based upon IDEA law.



2 Years Electronic Classroom Observation Tool

N/A N/A N/A 0 1 1 1 1 24









5 Years SCSDB Parent Satisfaction Survey-Educational Programs

88% 92% 96% 92% N/A 100% 98% 100% 90









5 Years SCSDB Student Satsifaction Survey-Educational Programs

89% 84% 85% 96% N/A 100% 96% 100% 91

Reasoning for missing 2014-15 Target Value, if missed? Overall, parents demonstrate communicate a satisfaction with program.Work being done to improve deficiences? SCSDB strives annually for 100% SatisfactionReasoning for 2015-16 Target Value? N/AIs the 2014-15 Target a standard target, moderate challenge or a N/AProvide the names of employees who are responsible for… Sara Kollock, Director of Educational Services

Comparison of actual performance to target value SCSDB reviews result to determine any needed changes each year.Determination of whether corrective action is necessary (key SCSDB reviews result to determine any needed changes each year.

Provide the names of employees who are responsible for… Sara Kollock, Director of Educational ServicesComparison of actual performance to target value SCSDB reviews result to determine any needed changes each year.

Determination of whether corrective action is necessary (key SCSDB reviews result to determine any needed changes each year.Making any changes needed to ensure the target value is reached SCSDB reviews result to determine any needed changes each year.

Names and Titles of individuals who set this as a performance Agency President

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether SCSDB Survey of Students on Satisfaction with Educational ProgramsReasoning for 2014-15 Target Value? SCSDB strives annually for 100% SatisfactionWas 2014-15 Target a standard target, moderate challenge or a Sardard Target

Names and Titles of individuals who set this as a performance Bill James, Director of Operations

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether SCSDB Survey of Parents on Satisfaction with Educational ProgramsReasoning for 2014-15 Target Value? SCSDB strives annually for 100% SatisfactionWas 2014-15 Target a standard target, moderate challenge or a Sardard TargetReasoning for missing 2014-15 Target Value, if missed? Overall, parents demonstrate communicate a satisfaction with program.Work being done to improve deficiences? SCSDB strives annually for 100% SatisfactionReasoning for 2015-16 Target Value? N/AIs the 2014-15 Target a standard target, moderate challenge or a N/A

Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? N/aReasoning for 2015-16 Target Value? Strategic goal no longer associated with measure.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Charles Farr, Maintenance


Making any changes needed to ensure the target value is reached N/A

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether This objective focused on campus needs for safety and accessibility.Reasoning for 2014-15 Target Value? Corrections are made as identified and needed.











5 Years SCSDB Parent Satisfaction Survey-Residential Programs

97% 99% 98% 98% N/A 100% 100% 100% 92









5 Years SCSDB Student Satsifaction Survey-Residential Programs

89% 95% 96% 96% N/A 100% 92% 100% 93

REVIEWS/AUDITS

Work being done to improve deficiences? SCSDB strives annually for 100% SatisfactionReasoning for 2015-16 Target Value? SCSDB reviews result to determine any needed changes each year.Is the 2014-15 Target a standard target, moderate challenge or a SCSDB strives annually for 100% SatisfactionProvide the names of employees who are responsible for… John Reynolds, Director of Residential Services


Making any changes needed to ensure the target value is reached SCSDB reviews result to determine any needed changes each year.Names and Titles of individuals who set this as a performance Agency President



Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether SCSDB Survey of Students on Satisfaction with Residential ProgramsReasoning for 2014-15 Target Value? SCSDB strives annually for 100% SatisfactionWas 2014-15 Target a standard target, moderate challenge or a Sardard TargetReasoning for missing 2014-15 Target Value, if missed? Overall, parents demonstrate communicate a satisfaction with program.

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether SCSDB Survey of Parents on Satisfaction with Residential ProgramsReasoning for 2014-15 Target Value? SCSDB strives annually for 100% SatisfactionWas 2014-15 Target a standard target, moderate challenge or a Sardard TargetReasoning for missing 2014-15 Target Value, if missed? Overall, parents demonstrate communicate a satisfaction with program.Work being done to improve deficiences? SCSDB strives annually for 100% SatisfactionReasoning for 2015-16 Target Value? SCSDB reviews result to determine any needed changes each year.Is the 2014-15 Target a standard target, moderate challenge or a SCSDB strives annually for 100% SatisfactionProvide the names of employees who are responsible for… John Reynolds, Director of Residential Services


Instructions: The agency already listed the potential negative impacts which relate to each strategy and objective in the Potential Negative Impact Chart. Please sort that Chart by Strategy or Objective # and copy and paste the negative impacts which relate or impact this strategy or objective. Call the Committee Staff for assistance in how to sort the negative impacts in the other chart so the agency can see which ones it has identified as relating to each of the agency's strategies and objectives and easily copy and paste it into this chart.



Matter(s) or Issue(s) Under Review Reason Review was Initiated (outside request, internal policy, etc.)

Was Reviewing Entity External or Internal?

Entity Performing the Review



State Report Cards Annual State Accountability External-Education Education Oversight Annually AnnuallyOSEP District Profiles Office of Exceptional Children External-SC SC Department of Annually AnnuallyAdvancEd-SACS Accreditation-Quality

Assurance 5 Year Visit External-AdvancEd-SACS

AdvancEd-SACS January 29, 2012 January 31, 2012

CEASD Accreditation Accreditation for Deaf School External-CEASD CEASD October 14, 2012 October 17, 2012

OEC Audit-Special Education Program

Audit of Special Education Program

External-SC Department of Education

SC Department of Education

March 14, 2102 February 17, 2104

IDEA Fiscal Monitoring Tier Reviews of Special Education Programs



August, 2013 October, 2013

OCTE Audit Audit of Perkins/Career and Technology Education Programs



March 10, 2015 March 16, 2015

Limited Scope Audit 2011-2012 IDEA, Teacher Quality, and Food Service

External-Auditing Services, SC Department of Education


October, 2012 May 6, 2014

State Auditor's Report 2010 Annual Financial Audit External-State Auditor

SC State Auditor June 30, 2010 June 10, 2011




SC State Auditor June 30, 2013 May 16, 2014

Transportation Review State Fleet Certification External Budget and Control Board

June 16, 2014 June 16, 2014

Transportation Review DHEC Fuel Storage Certfication

External DHEC August 13, 2014 August 13, 2014

POTENTIAL NEGATIVE IMPACT

Most Potential Negative Impact 3 G.A. Options Level Requires Outside Help to Level Requires

Instructions: The agency already listed the potential negative impacts which relate to each strategy and objective in the Potential Negative Impact Chart. Please sort that Chart by Strategy or Objective # and copy and paste the negative impacts which relate or impact this strategy or objective. Call the Committee Staff for assistance in how to sort the negative impacts in the other chart so the agency can see which ones it has identified as relating to each of the agency's strategies and objectives and easily copy and paste it into this chart.







LAWS AS BASIS

Statute, Regulation, Proviso Summary of Statutory Requirement and/or Authority Granted

Title 59 Education Law for IDEA This law ensures services to Title 59 Ch 47 Code of Laws for

Agency/School

LAWS TO FURTHER EVALUATE

Instructions: The agency already listed the Laws which support each strategy and objective in the Strategic Plan-Laws as Basis Chart. Please sort that Chart by Strategy or Objective # and copy and paste the laws which relate or impact this strategy or objective. Call the Committee Staff for assistance in how to sort the laws in the other chart so the agency can see which ones it has identified as relating to or impacting each of the agency's strategies and objectives and easily copy and paste it into this chart.



Statute/Regulation/Provisos Summary of Statutory Law Item # Recommend Title 59 Education Law for

Agency/School1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # S1.1Description Develop a campus-wide

focus on literacyPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

Lasting improvements in reading achievement is essential. Children with limited reading skills struggle to learn and are at risk for diminished success over their lifetimes.

STRATEGIC PLAN CONTEXTHigher Strategy Objective Supports: G1Higher Goal Strategy Supports: N/A


12 Months




Instructions: The agency already listed the Laws to further evaluate in the Laws to Further Evaluate Chart. Please sort that Chart by Strategy or Objective # and copy and paste the laws which relate or impact this strategy or objective which the agency recommended the Committee further evaluate. Call the Committee Staff for assistance in how to sort the laws in the other chart so the agency can see which ones it has identified as relating to or impacting each of the agency's strategies and objectives and easily copy and paste it into this chart.





MONEY SPENTType of Cost Cost Includes 2013-14 Actual 2014-15 Planned 2014-15 Actual 2015-16 PlannedSupport Costs Apportioned SEE GOAL 1 SEE GOAL 1 SEE GOAL 1 SEE GOAL 1 SEE GOAL 1Direct Costs of Results SEE GOAL 1 SEE GOAL 1 SEE GOAL 1 SEE GOAL 1 SEE GOAL 1Total Costs of Results SEE GOAL 1 SEE GOAL 1 SEE GOAL 1 SEE GOAL 1 SEE GOAL 1

By Major Program Area in 2014-15 SEE GOAL 1

PARTNERS











2015-16 Targets

SEE PERFORMANCE MEASURES FOR GOAL 1


SEE ABOVE SEE ABOVE SEE ABOVE SEE ABOVE SEE ABOVE SEE ABOVE SEE ABOVE SEE ABOVE

Reasoning for 2014-15 Target Value? SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1Was 2014-15 Target a standard target, moderate challenge or a SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1Reasoning for missing 2014-15 Target Value, if missed? SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1

Instructions: The agency already listed the partner entities which relate to each strategy and objective in the Strategically Planned Partners. Please sort that Chart by Strategy or Objective # and copy and paste the partner entities

Instructions: The agency already listed the Performance Measures for each objective in the Performance Measures Explained Chart so it knows if there is one or multiple Performance Measures which apply to this objective. Please

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1

Provide the names of employees who are responsible for… SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1Comparison of actual performance to target value SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1

Determination of whether corrective action is necessary (key SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1

Work being done to improve deficiences? SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1Reasoning for 2015-16 Target Value? SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1Is the 2014-15 Target a standard target, moderate challenge or a SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1



REVIEWS/AUDITS






State Report Cards Annual State Accountability State Report Card

External-Education Oversight Committee

Education Oversight Committee

Annually Annually

OSEP District Profiles Office of Exceptional Children Compliance Reports



Annually Annually

AdvancEd-SACS Accreditation-Quality Assurance 5 Year Visit

External-AdvancEd-SACS















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014




Most Potential Negative Impact 3 G.A. Options Level Requires Outside Help



Instructions: The agency already listed the potential negative impacts which relate to each strategy and objective in the Potential Negative Impact Chart. Please sort that Chart by Strategy or Objective # and copy and paste the negative

Making any changes needed to ensure the target value is reached SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1Names and Titles of individuals who set this as a performance SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1








LAWS AS BASIS




Instructions: The agency already listed the Laws which support each strategy and objective in the Strategic Plan-Laws as Basis Chart. Please sort that Chart by Strategy or Objective # and copy and paste the laws which relate or impact

Instructions: The agency already listed the Laws to further evaluate in the Laws to Further Evaluate Chart. Please sort that Chart by Strategy or Objective # and copy and paste the laws which relate or impact this strategy or objective






8


1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O1.1.1Description Develop a campus-wide

literacey focus around the theme of Read for Your Life


Reading is essential for success, and children learn best when provided a motivated environment that supports them as they learn.

STRATEGIC PLAN CONTEXTHigher Strategy Objective Supports: G1Higher Goal Strategy Supports: S1.1


12 Months










PARTNERS











2015-16 Targets













REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014
















LAWS AS BASIS










Title 59 Education Law for 1IDEA This law ensures services to

children with disabilities.2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O1.1.2Description Investigate the need for a

literacy coach and secure future funding for such a position, if warranted


Reading is essential for success, and children learn best when provided a motivated environment that supports them as they learn.



12 Months










PARTNERS











2015-16 Targets













REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014
















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O1.1.3Description Read across the curriculum in

all content areasPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

Children becomes better readers when provided increased opportunities to read a wide variety of material.



12 Months










PARTNERS











2015-16 Targets













REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014
















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O1.1.4Description Provide reading materials, as

neededPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

Children have an increased quantity and diversity in texts in classrooms and residential setting.



12 Months










PARTNERS


SC State Department of Education Educational ProgramsThe Walker Foundation Books for ChildrenDepartment of Corrections, Leath Braille Materials/Books









2015-16 Targets









Provide the names of employees who are responsible for… SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1



REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014










Comparison of actual performance to target value SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1Determination of whether corrective action is necessary (key SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1







LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O1.1.5Description Provide professional

development in reading/literacy for educational and residential staff


Assure that children are served by staff who provided effective reading instruction.



12 Months










PARTNERS











2015-16 Targets













REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014
















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O1.1.6Description Seek appropriate

assessments to determine student performance in reading


Assessments inform instruction by providing essential data on student progress and areas of weakness.



12 Months










PARTNERS











2015-16 Targets













REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014
















LAWS AS BASIS











1


2


7


development in using reading assessment performance to guide teaching and learning


The analysis of student reading levels assists teachers to provide direct instruction designed to meet the individual learning needs of each student.



12 Months










PARTNERS











2015-16 Targets













REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014
















LAWS AS BASIS











1


2


7


development in the effects of poverty on student performance for educational and residential staff


Environmental factors can make children more vulnerable and negatively impact their social and emotional development. Understanding the influence of poverty on a child's development assists staff to recognize how such circumstances can impact a child's ability to be successful in school.



12 Months










PARTNERS


SC State Department of Education Educational ProgramsThe United Way Poverty Training/Opening

Speaker









2015-16 Targets







Work being done to improve deficiences? SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1Reasoning for 2015-16 Target Value? SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1




REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014






Is the 2014-15 Target a standard target, moderate challenge or a SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 1













LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # S1.2Description Effectively use instructional

time to improve student performance


Maximizing academic learning time engages students in productive learning.


RESPONSIBLE LEADName Sara KollockLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Director of Educational Services


Dept/Divison Office of Educational Services




Dept/Division Summary The Office of Educational Services oversees the four schools on campus which include the School for the Deaf, the School for the Blind, the Applied Academic Center, and Cedar Springs Academcy (Sensory Multi-Disabled School).



PARTNERS











2015-16 Targets














REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014















LAWS AS BASIS







Instructions: The agency already listed the Laws to further evaluate in the Laws to Further Evaluate Chart. Please sort that Chart by Strategy or Objective # and copy and paste the laws which relate or impact this strategy or objective Basis for Further Evaluation




1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O.1.2.1Description Develop strategies to protect

core instructional timePublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

Engaging students in appropriately leveled instruction insures that learning is taking place.



12 Months









PARTNERS











2015-16 Targets




REVIEWS/AUDITS









Annually Annually




Annually Annually




























March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014














LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # 01.2.2Description Schedule related services so

that core instructional time is not interrupted


Students received needed related services (occupational therapy, physical therapy, speech therapy, orientation and mobility training) without continuous disruption to the school day, particularly in core content areas.


RESPONSIBLE LEADName Travis DurhamLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Director of Related ServicesOffice Address 355 Cedar Springs Road,

Spartanburg, SC 29302Dept/Divison Office of Related ServicesDept/Division Summary The Office of Related

Services supervises nursing, speech, school psychology, occupational therapy, physical therapy, school guidance, PBIS, medical care, and medicaid.





PARTNERS











2015-16 Targets




REVIEWS/AUDITS









Annually Annually















Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014














LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # 01.2.3Description ,Improve,master,scheduling,

to,reduce,the,amount,of,lost,instructional,time,due,to,transition


Coordination,of,schedules,for,all,schools,allowed,students,to,be,transported,to,attend,Career,and,Technology,classes,in,an,efficient,manner,as,possible.


RESPONSIBLE LEADName Cherie WinklerLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Teacher Quality/Teacher Certification/Textbooks and Testing Coordinator








PARTNERS











2015-16 Targets













REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014
















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O1.2.4Description ,Provide,training,to,principals,

in,instructional,leadership


A,summer,leadership,academy,for,administrators,afforded,principals,needed,training,in,effective,instructional,leadership.,,



12 Months









PARTNERS


SCASA Leadership Professional Development Opportunties/Division Meetings









2015-16 Targets




REVIEWS/AUDITS




















Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014














LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O1.2.5Description Provide time for principals to

conduct classroom observations


Coordination of division meeting schedules reduced the amount of time principals were required to attend meetings outside of their schools allowing principals increased time to conduct classroom observations.



12 Months









PARTNERS











2015-16 Targets














REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O1.2.6Description Secure,a,tool,for,classroom,

observationsPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

After,much,research,on,the,observation,tools,available,for,purchase,,the,CIO,at,SCSDB,developed,an,effectiveobservation,tool,for,the,school,saving,the,agency,the,cost,to,purchase,an,observation,database.



12 Months









PARTNERS











2015-16 Targets











REVIEWS/AUDITS









Annually Annually




Annually Annually

















March 10, 2015 March 16, 2015












June 16, 2014 June 16, 2014


















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # G2Description Ensure safety for students

and staffPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

Safety is a priority at SCSDB.


RESPONSIBLE LEADName Bill JamesLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Past Director of OperationsOffice Address 355 Cedar Springs Road,

Spartanburg, SC 29302Dept/Divison School OperationsDept/Division Summary The Director of Operations

during 2013-2014 supervised maintenance, finance, HR, and transportation.

MONEY SPENTType of Cost Cost Includes 2013-14 Actual 2014-15 Planned 2014-15 Actual 2015-16 Planned



Support Costs Apportioned Type the costs included (i.e. IT, HR, etc. costs incurred by the agency as a whole but apportioned among objectives)




PARTNERS












1 Year Maintenance Work Orders N/A N/A N/A N/A 4,790 As Needed 6,321 As Needed 25



Reasoning for 2015-16 Target Value? Strategic goal no longer associated with measure.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Charles Farr, Maintenance

Comparison of actual performance to target value N/A

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether This objective focused on campus needs for safety and accessibility.Reasoning for 2014-15 Target Value? Corrections are made as identified and needed.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? N/a

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,,,the,majore,funding,,programs,included,Physical,Support,and,AdministraJon.,,,











2 Years Access Control System N/A N/A N/A N/A 1 5 8 13 26









2 Years Building Emergency N/A N/A N/A N/A 1 1 1 1 27









2 Years Building Emergency Notification System-Media

N/A N/A N/A N/A 45 74 187 74 28

Is the 2014-15 Target a standard target, moderate challenge or a Standard Target

Making any changes needed to ensure the target value is reached SCSDB will meet target this year. Increase in 2015-2016 target may occur based on needs and feasibility.Names and Titles of individuals who set this as a performance Trad Robinson, CIO

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether This objective focused on campus needs for safety and accessibility.Reasoning for 2014-15 Target Value? The target goals are established based on location of students/facility needs.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? Will continue to implement systems, as needed.Reasoning for 2015-16 Target Value? The target goals are established based on location of students/facility needs.

The target goals are established based on location of students/facility needs.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? Will continue to implement systems, as needed.Reasoning for 2015-16 Target Value? The target goals are established based on location of students/facility needs.Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Trad Robinson, CIO

Comparison of actual performance to target value SCSDB will meet target this year. Increase in 2015-2016 target may occur based on needs and feasibility.Determination of whether corrective action is necessary (key

objectives of correction are: (1) to remove defects, in many cases this is worker-controllable; (2) to remove the causes of defects, this

may be worker or management controllable; (3) to attain a new state of process performance, one that will prevent defects from

happening; and (4) to maintain or enhance the efficiency and

N/A

Provide the names of employees who are responsible for… Trad Robinson, CIOComparison of actual performance to target value Met


Names and Titles of individuals who set this as a performance Trad Robinson, CIO




N/A


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether This objective focused on campus needs for safety and accessibility.Reasoning for 2014-15 Target Value?











2 Years Campus Safety-ID RFID N/A N/A N/A N/A 400 700 759 as needed 29









1 Year Building Emergency N/A N/A N/A N/A 138 138 138 138 30


Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? Campus Safety-ID RFID Badges are created and issued as needed for facility access. The target goal has been set with expectation that the access system will expand

over time.Work being done to improve deficiences? No deficiencies noted.Reasoning for 2015-16 Target Value? Campus Safety-ID RFID Badges are created and issued as needed for facility access. The target goal has been set with expectation that the access system will expand

over time.

Is the 2014-15 Target a standard target, moderate challenge or a Standard TargetProvide the names of employees who are responsible for… Trad Robinson, CIO

Comparison of actual performance to target value Campus Safety-ID RFID Badges are created and issued as needed for facility access. The target goal has been set with expectation that the access system will expand over time.




effectiveness of the process, which is an essential condition for

Campus Safety-ID RFID Badges are created and issued as needed for facility access. The target goal has been set with expectation that the access system will expand over time.

Making any changes needed to ensure the target value is reached Campus Safety-ID RFID Badges are created and issued as needed for facility access. The target goal has been set with expectation that the access system will expand over time.

Provide the names of employees who are responsible for… Trad Robinson, CIOComparison of actual performance to target value Media ports will continue to be added as facilities require.





N/A

Making any changes needed to ensure the target value is reached SCSDB will meet target this year. Increase in 2015-2016 target may occur based on needs and feasibility.Names and Titles of individuals who set this as a performance Trad Robinson, CIO

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Campus Safety-ID RFID Badges coincide with access to facilitiesReasoning for 2014-15 Target Value? Campus Safety-ID RFID Badges are created and issued as needed for facility access. The target goal has been set with expectation that the access system will expand

over time.

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether This objective focused on campus needs for safety and accessibility.Reasoning for 2014-15 Target Value? The target goals are established based on location of students/facility needs.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? Will continue to implement systems, as needed.Reasoning for 2015-16 Target Value? The target goals are established based on location of students/facility needs.Is the 2014-15 Target a standard target, moderate challenge or a Standard Target











6 Years Students Participating in N/A N/A 42 300 389 300 375 300 31









6 Years Staff Participating in Safety 100% 100% 100% 100% 100% 100% 100% 100% 32

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Safety training for all staff members is critical.Reasoning for 2014-15 Target Value? All staff members should receive training.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? N/A

Reasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? All students should receive training.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Keith Sherlin, Campus Safety and Security

Comparison of actual performance to target value Exceeded goalDetermination of whether corrective action is necessary (key




N/A

Making any changes needed to ensure the target value is reached N/ANames and Titles of individuals who set this as a performance Scott Ramsey, Director of Safety/Security and Governmental Affairs





N/A

Making any changes needed to ensure the target value is reached SCSDB met target. Increase in 2015-2016 target may occur based on needs and feasibility.Names and Titles of individuals who set this as a performance Trad Robinson, CIO

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Safety training for students is critical to insure safety for each child.Reasoning for 2014-15 Target Value? All students should receive training.Was 2014-15 Target a standard target, moderate challenge or a Standard

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether This objective focused on campus needs for safety and accessibility.Reasoning for 2014-15 Target Value? The target goals are established based on location of students/facility needs.Was 2014-15 Target a standard target, moderate challenge or a Standard TargetReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? MetReasoning for 2015-16 Target Value? The target goals are established based on location of students/facility needs. Target may increase as student/facility needs change.Is the 2014-15 Target a standard target, moderate challenge or a Standard Target











3 Years Security Cameras N/A N/A N/A 0 33 58 103 As Needed 33









4 Years Staff Participating in N/A N/A 28 11 56 40 40 40 34

Why was this performance measure chosen as a gauge of whether Classes are provided based upon staff needs. Forty is the typical number of slots available for planned classes.Reasoning for 2014-15 Target Value? Classes are provided based upon staff needs. Forty is the typical number of slots available for planned classes.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Classes are provided based upon staff needs. Forty is the typical number of slots available for planned classes.

Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Keith Sherlin, Campus Safety and Security

Work being done to improve deficiences? N/AReasoning for 2015-16 Target Value? SCSDB has focused to determine best locations for up to date devices to insure campus coverage. Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Trad Robinson, CIO

Comparison of actual performance to target value SCSDB has focused to determine best locations for up to date devices to insure campus coverage. Determination of whether corrective action is necessary (key



happening; and (4) to maintain or enhance the efficiency and effectiveness of the process, which is an essential condition for

n/A

Making any changes needed to ensure the target value is reached The target may be adjusted as the need for additional devices becomes necessary.Names and Titles of individuals who set this as a performance Trad Robinson, CIO


Comparison of actual performance to target value MetDetermination of whether corrective action is necessary (key




N/A


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether SCSDB has focused to determine best locations for up to date devices to insure campus coverage. Reasoning for 2014-15 Target Value? SCSDB has focused to determine best locations for up to date devices to insure campus coverage. Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? SCSDB has focused to determine best locations for up to date devices to insure campus coverage.

Reasoning for 2015-16 Target Value? All staff members should receive training.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Keith Sherlin, Campus Safety and Security











5 Years Number of Welcome Center N/A 8,704 12,205 16,424 13,282 All 13,266 All 35









3 Years School Resource Officers N/A N/A N/A 1 2 2 2 2 36

Reasoning for 2014-15 Target Value? To provide increase safety for our students, particularly by providing coverage for residential setting.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? To provide increase safety for our students, particularly by providing coverage for residential setting.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Scott Ramsey, Director of Safety/Security and Governmental Affairs

Comparison of actual performance to target value Met

Reasoning for 2015-16 Target Value? All visitors must be checked via license check system before entering campus.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Keith Sherlin, Campus Safety and Security

Comparison of actual performance to target value N/ADetermination of whether corrective action is necessary (key




N/A


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether SCSDB realzed a need for a 2nd shift resource officer.





N/A

Making any changes needed to ensure the target value is reached N/ANames and Titles of individuals who set this as a performance Keith Sherlin, Campus Safety and Security

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether All visitors must be checked via license check system before entering campus.Reasoning for 2014-15 Target Value? All visitors must be checked via license check system before entering campus.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? N/A

Comparison of actual performance to target value Exceeded target



REVIEWS/AUDITS




















Names and Titles of individuals who set this as a performance Scott Ramsey, Director of Safety/Security and Governmental Affairs




N/A










LAWS AS BASIS













1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # S2.1Description Provide a safe environment

during school and residential time


A campus safety and security team meets on a regular basis to reduce the potential for accidents and security risks.



12 Months









PARTNERS











2015-16 Targets




REVIEWS/AUDITS



































LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O2.1.1Description Evaluate campus grounds

and facilities for needed improvements to ensure a safe environment


The buildings, grounds, and equipement are inspected regularly for potential hazards an compliance with OSHA standards.



12 Months


Spartanburg, SC 29302Dept/Divison School Operations




Dept/Division Summary The Director of Operations during 2013-2014 supervised maintenance, finance, HR, and transportation.



PARTNERS











2015-16 Targets




REVIEWS/AUDITS
















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O2.1.2Description Evaluate campus grounds

and facilities for needed improvements to ensure accessibility in creating safe environment


The buildings, grounds, and equipement are inspected on a regular basis to insure accessiblity compliance with ADA requirements.



12 Months








PARTNERS











2015-16 Targets




REVIEWS/AUDITS



































LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O2.1.3Description Make improvements, as

warranted, based upon evaluation of campus for safety issues


Upon each inspection, the maintenance department completes any repairs or upgrades in order to continue to maintain a safe envirionment.



12 Months

Position Past Director of Operations





Dept/Divison School OperationsDept/Division Summary The Director of Operations




PARTNERS











2015-16 Targets














REVIEWS/AUDITS




























LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O2.1.4Description Provide electronic building

access system to provide a safe and secure environment


Newly installed electronic building access systems insure secure facilities for students and staff members.


RESPONSIBLE LEADName Trad RobinsonLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position CIOOffice Address 355 Cedar Springs Road,

Spartanburg, SC 29302Dept/Divison Chief Information OfficeDept/Division Summary The Chief Information Office

oversees IT, IT Security, Instructional Technology, and Public Information.

MONEY SPENTType of Cost Cost Includes 2013-14 Actual 2014-15 Planned 2014-15 Actual 2015-16 PlannedSupport Costs Apportioned SEE GOAL 2 SEE GOAL 2 SEE GOAL 2 SEE GOAL 2 SEE GOAL 2Direct Costs of Results SEE GOAL 2 SEE GOAL 2 SEE GOAL 2 SEE GOAL 2 SEE GOAL 2



Total Costs of Results SEE GOAL 2 SEE GOAL 2 SEE GOAL 2 SEE GOAL 2 SEE GOAL 2


PARTNERS











2015-16 Targets




REVIEWS/AUDITS



































LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O2.1.5Description Continue installation of

building notification systemPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

Building electonic notification systems provide visual and auditory alarm notifications that are accessible for the agency's sensory impaired population.



12 Months









PARTNERS











2015-16 Targets




REVIEWS/AUDITS



































LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O2.1.6Description Continue to review

emergency procedures and provide training, as needed


The safety and security team review procudures and provide training to students and staff in areas such as bus evacuation, campus lock down, weather hazard procedures, CPR, emergency drills, first aid, defensive driving, kitchen safety, and so on.


RESPONSIBLE LEADName Scott RamseyLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Director of Safety/Security and Governmental Affairs





Dept/Divison President's Office Dept/Division Summary The President's Office is the

Agency Head Office and associated areas of supervision.



PARTNERS











2015-16 Targets




REVIEWS/AUDITS
















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O2.1.7Description Provide an additional School

Resource Officer as funding is available


Through partnership with the Spartanburg County Sheriff's Office, a second shift school resource officer has been secured.


RESPONSIBLE LEADName Scott RamseyLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Director of Safety/Security and Governmental Affairs


Dept/Divison President's Office Dept/Division Summary The President's Office is the






PARTNERS











2015-16 Targets




REVIEWS/AUDITS




































LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # G3Description Develop clear communication

proceduresPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

Effective communication creative a more efficient environment reducing the amount of time spent in duplicating responses.



12 Months













PARTNERS












2 Year Inventory of Services N/A N/A N/A 0 1 N/A N/A N/A



SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,3,,the,majore,funding,program,areas,included,EducaJon,,ResidenJal,,Support,Services,,Outreach,,Physical,Support,and,AdministraJon.,,











1 Year Educational/Residential Communication Protocol

N/A N/A N/A N/A 1 N/A N/A N/A

REVIEWS/AUDITS

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether SCSDB needed to create an inventory of services to insure proper, efficient communication.

Provide the names of employees who are responsible for… Maggie Park, Past PresidentComparison of actual performance to target value Met





N/A

Work being done to improve deficiences? N/AReasoning for 2015-16 Target Value? N/AIs the 2014-15 Target a standard target, moderate challenge or a N/A

Reasoning for 2014-15 Target Value? 1 time projectWas 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Met

Making any changes needed to ensure the target value is reached N/ANames and Titles of individuals who set this as a performance Maggie Park, Past President


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether SCSDB needed to create clear lines of communication to insure efficiency.Reasoning for 2014-15 Target Value? 1 time project with updates when warrantedWas 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? N/AIs the 2014-15 Target a standard target, moderate challenge or a N/AProvide the names of employees who are responsible for… John Reynold, Director of Residential Life Services and Sara Kollock, Director of Educational Services




happening; and (4) to maintain or enhance the efficiency and effectiveness of the process, which is an essential condition for continuing process improvement and ultimately increasing the

N/A

Making any changes needed to ensure the target value is reached N/ANames and Titles of individuals who set this as a performance Maggie Park, Past President






SCDOE, SCOHR, SCCIO


LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # S3.1Description Develop clear communication

points for each division


Clear lines of communication and communication points for each division improved the overall agency climate.



12 Months









PARTNERS











2015-16 Targets




REVIEWS/AUDITS


































SCDOE, SCOHR, SCCIO


LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O3.1.1Description Establish a communication

philosophy for the School for the Deaf


The School for the Deaf participated in several research studies focused to improve communication and literacy for deaf students. Additionally, SCSDB continued to explore the cochlear implant program.



12 Months










PARTNERS


CEASD Accreditation for School for the Deaf, Professional Development Conferences









2015-16 Targets







Work being done to improve deficiences? SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 3Reasoning for 2015-16 Target Value? SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 3




REVIEWS/AUDITS






















Is the 2014-15 Target a standard target, moderate challenge or a SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 3







1. Insure SCSDB works with the SCDOE Office of Exceptional Children to implement best practices for deaf/hard of hearing students. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.


SCDOE, CEASD The educational objectives at SCSDB are developed using the general educational standards provided through the SC Code of Law and the interpretation of those statutes by the SCDOE. These objectives focus on continual improvement in SCSDB's ability to provide the highest quality of educational programs for the deaf, blind, and sensory multi-disabled children we serve throughout the state. Intervention would be warranted when the needs of children served were not met.

LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O3.1.2Description Establish talking points to

communicate the inventory of services for each division/department


An inventory of services was developed for each division to communicate clearly the role of each division.


RESPONSIBLE LEADName Maggie ParkLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Past PresidentOffice Address 355 Cedar Springs Road,

Spartanburg, SC 29302Dept/Divison President's Office Dept/Division Summary The President's Office is the






PARTNERS











2015-16 Targets




REVIEWS/AUDITS
































1. Insure SCSDB works with the SCDOE and state OHR in developing clear systems of service provided. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.


SCDOE, SCOHR, SCCIO


LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # S3.2Description Develop communication

protocols between educational and residential staff


The establishment of communication protocols improved communication between three shfits of staff members that serve students while on campus.


RESPONSIBLE LEADName John ReynoldsLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Director of Residential Life Services, Transportation


Dept/Divison Office of Residential Life Services and Transportation

Dept/Division Summary The Office of Residential Life Services oversees all components of Residential Program and Transportation.






PARTNERS











2015-16 Targets




REVIEWS/AUDITS


































SCDOE, SCOHR The educational objectives at SCSDB are developed using the general educational standards provided through the SC Code of Law and the interpretation of those statutes by the SCDOE. These objectives focus on continual improvement in SCSDB's ability to provide the highest quality of educational programs for the deaf, blind, and sensory multi-disabled children we serve throughout the state. Intervention would be warranted when the needs of children served were not met.

LAWS AS BASIS










1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O3.2.1Description Determine what information

needs to be shared and who will share the information between the educational program and residential program


A stronger partnership was developed between residential and educational staff.



12 Months











PARTNERS











2015-16 Targets














REVIEWS/AUDITS




























LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O3.2.2Description Establish agreed upon

communication methods between educational staff and residential staff


Improvements were made in the lines of communication concerning student discipline, student health, homework assignments, and improving student independence.



12 Months





MONEY SPENT



Type of Cost Cost Includes 2013-14 Actual 2014-15 Planned 2014-15 Actual 2015-16 PlannedSupport Costs Apportioned SEE GOAL 3 SEE GOAL 3 SEE GOAL 3 SEE GOAL 3 SEE GOAL 3Direct Costs of Results SEE GOAL 3 SEE GOAL 3 SEE GOAL 3 SEE GOAL 3 SEE GOAL 3Total Costs of Results SEE GOAL 3 SEE GOAL 3 SEE GOAL 3 SEE GOAL 3 SEE GOAL 3


PARTNERS











2015-16 Targets




REVIEWS/AUDITS



































LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # G4Description Improve the effective use of

technologyPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

The nextwork infrastructure was improved to provide complete coverage of campus increasing wireless access points and improving nextwork security with a "Next Generation" security appliance.



12 Months


Spartanburg, SC 29302Dept/Divison Chief Information Office




Dept/Division Summary The Chief Information Office oversees IT, IT Security, Instructional Technology, and Public Information.






PARTNERS


SCASA Technology Division MeetingSC State Department of Education PowerSchool/EnrichSC CIO Office Agency Technology Security










2 Years Network Equipment-Switches N/A N/a N/A N/A 79 79 79 79 39



Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether In order to implement one to one devices for students, upgrades to network switches was required.

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,4,,the,major,funding,program,areas,included,EducaJon,,Outreach,,and,Physical,Support.,,











2 Years Network Equipment-Wireless Access Points

N/A N/a N/A N/A 162 162 162 162 40









2 Years Fiber Connections-1GigE to 10 GigE

N/A N/A N/A 1GigE 10GigE 10GigE 10GigE 10GigE 41

Making any changes needed to ensure the target value is reached N/ANames and Titles of individuals who set this as a performance Trad Robinson, CIO

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether An increase in fiber connections was required to support technology program.Reasoning for 2014-15 Target Value? This increase allowed support needed for one ot one program.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Goal MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? An increase in fiber connections was required to support technology program.

Work being done to improve deficiences? Goal MetReasoning for 2015-16 Target Value? In order to implement one to one devices for students, upgrades to network switches was required.Is the 2014-15 Target a standard target, moderate challenge or a Standard

Reasoning for 2014-15 Target Value? The number of network switches afforded the infrastructure needed to support technology program.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? N/A







N/A

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether In order to implement one to one devices for students, an increase in wireless access points was required.Reasoning for 2014-15 Target Value? The number of wireless access points afforded the infrastructure needed to support technology program.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? Goal MetReasoning for 2015-16 Target Value? In order to implement one to one devices for students, an increase in wireless access points was required.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Trad Robinson, CIO





N/A











3 Years One to One Devices-Macbooks

N/A N/A N/A 1 201 As Needed 236 As Needed 42









3 Years One to One Devices-iPads/iOS Devices

N/A N/A N/A 12 138 As Needed 254 As Needed 43

Provide the names of employees who are responsible for… Trad Robinson, CIOComparison of actual performance to target value Goal Met


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether iPads are the devices used for one to one program in middle school and high school programs.Reasoning for 2014-15 Target Value? iPads are the devices used for one to one program in middle school and high school programs.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Met GoalWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? iPads are the devices used for one to one program in middle school and high school programs.Is the 2014-15 Target a standard target, moderate challenge or a Standard

Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Met GoalWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Macbooks are the devices used for one to one program in middle school and high school programs.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Trad Robinson, CIO

Comparison of actual performance to target value Goal MetDetermination of whether corrective action is necessary (key




N/A

Making any changes needed to ensure the target value is reached Additional devices will be added as roll out of program continues based upon needs.

Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Trad Robinson, CIO





N/A


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Macbooks are the devices used for one to one program in middle school and high school programs.Reasoning for 2014-15 Target Value? Macbooks are the devices used for one to one program in middle school and high school programs.











2 Years Technology Integrator/Coach/Coordinator

N/A N/A N/A N/A 1 1 1 1 44

REVIEWS/AUDITS
















Reasoning for missing 2014-15 Target Value, if missed? Goal MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Technology Integrator/Coach/Coordinator was essential to provide instructional support for program.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Trad Robinson, CIO





N/A






N/A

Making any changes needed to ensure the target value is reached Additional devices will be added as roll out of program continues based upon needs.Names and Titles of individuals who set this as a performance Trad Robinson, CIO

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether Technology Integrator/Coach/Coordinator was essential to provide instructional support for program.Reasoning for 2014-15 Target Value? Technology Integrator/Coach/Coordinator works with teachers and students for instructional integration.Was 2014-15 Target a standard target, moderate challenge or a Standard












LAWS AS BASIS













1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # S4.1Description Effectively integrate

instruction into technologyPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

Student opportunities in effectively using technology were increased.



12 Months


Spartanburg, SC 29302Dept/Divison Chief Information Office




Dept/Division Summary The Chief Information Office oversees IT, IT Security, Instructional Technology, and Public Information.



PARTNERS











2015-16 Targets




REVIEWS/AUDITS

SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 4






Determination of whether corrective action is necessary (key










LAWS AS BASIS


Title 59 Ch 47 Title 59 Ch 47









1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O4.1.1Description Implement one to one

devices as funding is available


An accessible, one to one device program was implemented that included assistive technology such as refreshable braille, voice capabilities, and other accessibility features.



12 Months









PARTNERS


SCASA Technology Division MeetingSpartanburg School District 7 One to One Device Training

for Mainstream Students









2015-16 Targets




REVIEWS/AUDITS



































LAWS AS BASIS











1


2


7


development training to staff in the effective use of technology


Online and face to face training are provided to staff on a regular basis.



12 Months









PARTNERS











2015-16 Targets




REVIEWS/AUDITS










Making any changes needed to ensure the target value is reached SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 4






Names and Titles of individuals who set this as a performance SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 4




















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O4.1.3Description Hire a technology

integrator/coach/coordinator as funding is available


Technology integrator provides training and support to students and staff on a daily basis.


RESPONSIBLE LEAD Trad RobinsonName 12 MonthsLength of Time (individual has been responsible for goal, strategy or objective) in months

CIO

Position 355 Cedar Springs Road, Spartanburg, SC 29302

Office Address Chief Information Office




Dept/Divison The Chief Information Office oversees IT, IT Security, Instructional Technology, and Public Information.

Dept/Division Summary Chief Information Office



PARTNERS











2015-16 Targets




REVIEWS/AUDITS
















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O4.1.4Description Secure and implement

instructional technology resources


An online resource library of instructional materials and resources is available for staff.



12 Months








PARTNERS











2015-16 Targets




REVIEWS/AUDITS



































LAWS AS BASIS












1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O4.1.5Description Determine and implement

accountability measures for technology proficiency


Technology proficiency is assessed through individual formative assessment of student use.



12 Months








Support Costs Apportioned SEE GOAL 4 SEE GOAL 4 SEE GOAL 4 SEE GOAL 4 SEE GOAL 4Direct Costs of Results SEE GOAL 4 SEE GOAL 4 SEE GOAL 4 SEE GOAL 4 SEE GOAL 4Total Costs of Results SEE GOAL 4 SEE GOAL 4 SEE GOAL 4 SEE GOAL 4 SEE GOAL 4


PARTNERS











2015-16 Targets




REVIEWS/AUDITS



































LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # G5Description Develop and implement a

recruitment planPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

A focus for recruitment of students and staff was provided.


RESPONSIBLE LEADName Monique CallahamLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position HR DirectorOffice Address 355 Cedar Springs Road,

Spartanburg, SC 29302Dept/Divison Office of Human ResourcesDept/Division Summary The Office of Human

Resources oversees all aspects of this personnel division and supervise ASL program.









PARTNERS












6 Years Days to fill vacancy 22.75 12.25 30 58 31 30 65 30 45



Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether This performance measure allows SCSDB to guage the efficiency in filling positions.

Provide the names of employees who are responsible for… Monique Callaham, HR

Work being done to improve deficiences? SCSDB continues to partner with others to increase awareness for teaching needs and job availability.Reasoning for 2015-16 Target Value? 30 days allows for limited time in vacancy, when possible.Is the 2014-15 Target a standard target, moderate challenge or a Stretch

Reasoning for 2014-15 Target Value? 30 days allows for limited time in vacancy, when possible.Was 2014-15 Target a standard target, moderate challenge or a StretchReasoning for missing 2014-15 Target Value, if missed? Some positions were held or a long term substitute was used to finish year.

SCSDB,does,not,capture,cost,data,at,the,strategic,plan,level.,Strategic,planning,instead,includes,the,tracking,of,strategic,goals,to,major,program,areas.,,For,Goal,5,,the,major,funding,program,areas,EducaJon,,Outreach,,and,AdministraJon.,,











6 Years EEO Attainment Goal 92.40% 92.10% 91.30% 84.90% 92.70% 93% 89.40% 93% 46









6 Years Staff Leaving for Better Job-Of Those Leaving

21% 17% 0% 18% 19% 10% or more 23% 10% or more 47

10% was a standard measureWas 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Goal Met

Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether EEO Attainment Goal is submitted annually to State OHR.Reasoning for 2014-15 Target Value? A slight increase was set to assist in working toward such a goal.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? SCSDB had an underutilization for E3 technician jobs for white females and one for E8 service managers jobs for black males.

Work being done to improve deficiences? Recruitment efforts will continue in the areas.Reasoning for 2015-16 Target Value? A slight increase was set to assist in working toward such a goal.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Monique Callaham, HR

Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Monique Callaham, HR

Comparison of actual performance to target value SCSDB had an underutilization for E3 technician jobs for white females and one for E8 service managers jobs for black males.





Corrective action is not warranted at this time. As part of the agency's mission, a commitment is made to hiring a diverse work staff and the agency recognizes that 14.8% of our staff have sensory impairment.s

Making any changes needed to ensure the target value is reached Recruitment efforts will continue in the areas. Additionally, information is provided to directors on a regular basis as to consideration to equal employement.Names and Titles of individuals who set this as a performance Goals are set by State OHR base upon formulas. SCSDB set a 93% by the agency head.


SCSDB supports the advancement of staff but also wants to maintain a qualified workforce. If staff are leaving, the agency would prefer this exit is a result of advancement.

Reasoning for 2014-15 Target Value?

Comparison of actual performance to target value SCSDB did not meet the target. The 65 days is an average result; however, holding some positions allowed for filling some positions on a temporary basis to determine if agency could reorganize to increase efficiency.





Corrective action is not needed at this time. SCSDB understands that an increase in the number of days may be a result of cost saving measures.

Making any changes needed to ensure the target value is reached Will continue to strive to meet 30 day timeline when a regular position is filled.Names and Titles of individuals who set this as a performance Page B. McCraw, Interim President

Work being done to improve deficiences? N/AReasoning for 2015-16 Target Value? 10% was a standard measure











6 Years Staff Leaving for Higher Rate of Pay

14% 2.50% 0% 5% 3% 3% 5% 3% 48









6 Years Staff Leaving for Better Working Conditions

0% 2.50% 0% 9% 0% 5% 2.60% 5% 49

Of staff leaving during 2014-2015, 5% of staff leaving SCSDB left for self reported pay increase.

Reasoning for 2015-16 Target Value? 5% was a standard measureIs the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Monique Callaham, HR





Although corrective action is not needed at this time, SCSDB is aware of the difficulty realized across SC in securing bus drivers. During 2015-2016, SCSDB will examine rates across SC among school districts to insure the classification of bus drivers affords a salary base that is competitive to attract and retain such employees.

Making any changes needed to ensure the target value is reached Continue to monitor reasons for exit.Names and Titles of individuals who set this as a performance Agency Head


SCSDB supports the advancement of staff but also wants to maintain a qualified workforce. If staff are leaving, the agency would prefer this exit is a result of advancement rather than simply better working conditions.

Reasoning for 2014-15 Target Value? 5% was a standard measureWas 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Goal MetWork being done to improve deficiences? N/A

Comparison of actual performance to target value Of staff leaving during 2014-2015, 23% of staff leaving SCSDB left for advancement.





None needed at this time.


Reasoning for missing 2014-15 Target Value, if missed? Goal MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? 10% was a standard measureIs the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Monique Callaham, HR

Comparison of actual performance to target value


SCSDB supports the advancement of staff but also wants to maintain a qualified workforce. If staff are leaving, the agency would prefer this exit is a result of advancement.

Reasoning for 2014-15 Target Value? 10% was a standard measureWas 2014-15 Target a standard target, moderate challenge or a Standard











6 Years Staff Leaving for Family Circumstances

36% 33% 0% 14% 14% 10% 7.70% 10% 50









3 Years Staff Terminations N/A N/A N/A 16% 19% 0% 30.80% 0% 51









6 Years Teachers with RACs 9% 3% 5% 14% 6.45% 0% 7.50% 0% 52

Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Monique Callaham, HR

Comparison of actual performance to target value SCSDB realized an increase in terminations in the percentage of those leaving.Determination of whether corrective action is necessary (key None needed

Making any changes needed to ensure the target value is reached SCSDB will always strive to have a qualified workforce; however, the agency will never hesitate to terminate an employment when warranted.Names and Titles of individuals who set this as a performance Agency Head


Questions Related to Performance MeasureWhy was this performance measure chosen as a gauge of whether A high qualify workforce is essential to the agency. Circumstances do warrant at times termination.Reasoning for 2014-15 Target Value? SCSDB makes every effort to hire a qualified workforce.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? A high qualify workforce is essential to the agency. Circumstances do warrant at times termination.Work being done to improve deficiences? Although terminations were realized, circumstances warranted such action.Reasoning for 2015-16 Target Value? A high qualify workforce is essential to the agency. Circumstances do warrant at times termination.

Reasoning for 2014-15 Target Value? 10% was a standard measureWas 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Goal MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? 10% was a standard measureIs the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Monique Callaham, HR

Comparison of actual performance to target value Of staff leaving during 2014-2015, only 7.7% of staff leaving SCSDB left for family reasons as self reported.

Determination of whether corrective action is necessary (key N/A

Comparison of actual performance to target value Of staff leaving during 2014-2015, only 2.6% of staff leaving SCSDB left for better working conditions as self reported.





N/A



SCSDB recognizes that home situations such as relocation of spouse or needs of other family members can impact an staff member's employment.











6 Years Campus Student Enrollment Data

279 267 292 304 292 As Needed 262 As Needed 53

Provide the names of employees who are responsible for… Sara Kollock, Educational Services and principals at each school.Comparison of actual performance to target value Overall, SCSDB realized a decline in campus enrollment for 2014-2015 as a result of a large student completion the prior year. The greatest decline has occurred at the

Blind School.

Names and Titles of individuals who set this as a performance Page B. McCraw, Interim President



SCSDB serves children under IDEA as the least restrictive environment for students based upon the IEP team decision.

Reasoning for 2014-15 Target Value? SCSDB serves children under IDEA as the least restrictive environment for students based upon the IEP team decision.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? SCSDB has established a strategic planning team to determine any areas for improvement to insure those families with eligible students are aware of the services Reasoning for 2015-16 Target Value? SCSDB serves children under IDEA as the least restrictive environment for students based upon the IEP team decision.

Is the 2014-15 Target a standard target, moderate challenge or a Standard

Was 2014-15 Target a standard target, moderate challenge or a StretchReasoning for missing 2014-15 Target Value, if missed? The SCDOE allows a 3 year window for teachers to become fully certified in certain circumstances. SCSDB always seeks to hire fully certified staff but recognizes that

certifications required for our special school often requires the ability to seek a RAC.

Work being done to improve deficiences? SCSDB partners with local colleges and universities to assist teachers to obtain dual certifications.Reasoning for 2015-16 Target Value? The SCDOE allows a 3 year window for teachers to become fully certified in certain circumstances. SCSDB always seeks to hire fully certified staff but recognizes that

certifications required for our special school often requires the ability to seek a RAC.

Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Cherie Winkler, Teacher Certification

Comparison of actual performance to target value SCSDB had 7.5% of teaching staff with a temporary licensure during 2014-2015.

Determination of whether corrective action is necessary (key Noe at this time.Making any changes needed to ensure the target value is reached Will continue to support teachers through Title II funds, as available for testing fees and tuition reimbursement.


The SCDOE allows a 3 year window for teachers to become fully certified in certain circumstances. SCSDB always seeks to hire fully certified staff but recognizes that certifications required for our special school often requires the ability to seek a RAC.

Reasoning for 2014-15 Target Value? The SCDOE allows a 3 year window for teachers to become fully certified in certain circumstances. SCSDB always seeks to hire fully certified staff but recognizes that certifications required for our special school often requires the ability to seek a RAC.











6 Years Outreach VI Students 439 332 336 172 178 As Needed 194 As Needed 54









5 Years Students Receiving Orientation and Mobility Services

N/A 119 120 134 179 As Needed 161 As Needed 55


Reasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Services are needed based on student population and district needs.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services

Comparison of actual performance to target value Over the past 5 years, a decline has been realized in the need for services for VI students. Campus enrollment has also seen a decline at the blind school. However, for 2014-2015, this increased to 194.





None at this time

Making any changes needed to ensure the target value is reached SCSDB has begun to monitor early intervention numbers to determine if indeed there is a continued decline in children with visual impairments or is the decrease in numbers is simply a span of time where a reduced number of children have visual impairments.






SCSDB is focusing to examine exit data and will work in the future to expand 4 and 5 year old services through Early Intervention. SCSDB is also exploring the possibility of a satelite early childhood program in the coastal area. SCSDB serves children ages 0 to 3 in homes. Expanding to include 4 and 5 year olds would provide much needed services to these children and their families. Additionally, this would allow SCSDB to maintain a connection to these families to encourage campus enrollment, when appropriate.

Making any changes needed to ensure the target value is reached SCSDB will provide a focus on student recruitment at the blind school during the next year. SCSDB has reorganized the admissions staff to dedicate more efforts in the area of recruitment.

Names and Titles of individuals who set this as a performance Agency Head


SCSDB serves children under IDEA as the least restrictive environment for students based upon the IEP team decision. In Outreach Services, school districts contract with SCSDB for expert services for children with visual impairments.

Reasoning for 2014-15 Target Value? Services are needed based on student population and district needs.Was 2014-15 Target a standard target, moderate challenge or a Standard











5 Years Access Technology Students N/A 40 22 14 19 As Needed 18 As Needed 56









5 Years Project Magnify Students N/A 21 28 32 26 As Needed 25 As Needed 57


SCSDB serves children under IDEA as the least restrictive environment for students based upon the IEP team decision. In Outreach Services, school districts contract with SCSDB for expert services for children with visual impairments.

Reasoning for 2014-15 Target Value? Services are needed based on student population and district needs.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Services are needed based on student population and district needs.

Work being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Services are needed based on student population and district needs.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services

Comparison of actual performance to target value SCSDB provides services based on need. Determination of whether corrective action is necessary (key N/A

Making any changes needed to ensure the target value is reached N/ANames and Titles of individuals who set this as a performance Scott Falcone, Director of Outreach Services


Comparison of actual performance to target value SCSDB has realized and increase in the number of services needed to 179 and 161 respectively over the past two years.Determination of whether corrective action is necessary (key


may be worker or management controllable; (3) to attain a new state

Corrective action is not needed at this time. However, a shortage does exist in the staff available/certified to provide such services. SCSDB has partnered with USC Upstate as the school explores beginning such a program.



SCSDB serves children under IDEA as the least restrictive environment for students based upon the IEP team decision. In Outreach Services, school districts contract with SCSDB for expert services for children with visual impairments to support the use of assistive technology.

Reasoning for 2014-15 Target Value? Services are needed based on student population and district needs.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? N/A


SCSDB serves children under IDEA as the least restrictive environment for students based upon the IEP team decision. In Outreach Services, school districts contract with SCSDB for expert services for children with visual impairments. For Orientation and Mobility (O&M), SCSDB Outreach provides services on campus and to school districts.

Reasoning for 2014-15 Target Value? Services are needed based on student population and district needs.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Services are needed based on student population and district needs.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services











5 Years Little Locomotive Students N/A 27 45 57 63 As Needed 62 As Needed 58









6 Years Outreach Hearing Students 70 79 71 72 73 As Needed 92 As Needed 59









5 Years Interpreting Hours for SCSDB N/A 2,506.00 5,438.25 4,111.75 5,031.25 As Needed 3,962.75 As Needed 60



Reasoning for 2014-15 Target Value? Services are needed based on student population and district needs.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Services are needed based on student population and district needs.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services

Comparison of actual performance to target value Numbers for Outreach Hearing Services have remainded steady over the past 6 years with a slight increase in 2014-2015.Determination of whether corrective action is necessary (key N/A

Reasoning for 2015-16 Target Value? Services are needed based on student population and district needs.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services

Comparison of actual performance to target value SCSDB provides services based on need. Determination of whether corrective action is necessary (key N/A



SCSDB serves children under IDEA as the least restrictive environment for students based upon the IEP team decision. In Outreach Services, school districts contract with SCSDB for expert services for children with hearing impairments.




SCSDB provides white cane and orientation/mobility training to children through Outreach Services. This early intervention training is essential for these children and their families, expecially as these children begin to navigate.

Reasoning for 2014-15 Target Value? Services are provided based on needs of children and familiesWas 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? N/AWork being done to improve deficiences? N/A

Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services

Comparison of actual performance to target value SCSDB provides services based on need.











5 Years Interpreting Hours-Outside N/A 8,738.00 6,655,25 2,516.50 3,075.75 As Needed 2,816.75 As Needed 60

Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Target MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Interpreting hours are provided based on individual needs of students and staff meember. Accessibility is a major focus and Outreach Services works to provide these

much needed services to school districts, other agencies, and entities, as needed..

Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services

Comparison of actual performance to target value SCSDB realized an increase in the hours of interpreting needed in recent years. SCSDB is working to expand services to meet this driving demand. Contractual services are limited to the availability of interpreting staff.





Outreach Services is currently working with agency adminstration to employ a staff member to assist with the growing demands of this program. Over the past five years, there has been a decline in the number of outside interpreting services as a result of budget cuts and SCSDB's lack of ability to meet the continued need in South Carolina. Attention is needed to expanding this area to meet the ever growing needs for other entities while providing these services based on the expertise of the agency.

Making any changes needed to ensure the target value is reached SCSDB Outreach carefully plans and schedules these much needed services. Future updates to technology and software will assist this department in the future.

Is the 2014-15 Target a standard target, moderate challenge or a stretch challenge?

Standard

Provide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services Comparison of actual performance to target value SCSDB realized an increase in the hours of interpreting needed on campus during recent years; however, this number declined in 2014-2015.

Determination of whether corrective action is necessary (key None at this timeMaking any changes needed to ensure the target value is reached SCSDB Outreach carefully plans and schedules these much needed services.



Interpreting hours are provided based on individual needs of students and staff meember. Accessibility is a major focus and Outreach Services works to provide these much needed services to school districts, other agencies, and entities, as needed..

Reasoning for 2014-15 Target Value? Interpreting hours are provided based on individual needs of students and staff meember. Accessibility is a major focus and Outreach Services works to provide these much needed services to school districts, other agencies, and entities, as needed..


Interpreting hours are provided based on individual needs of students and staff members. Accessibility is a major focus at SCSDB.

Reasoning for 2014-15 Target Value? Interpreting hours are provided based on individual needs of students and staff members. Accessibility is a major focus at SCSDB.

Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Target MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Interpreting hours are provided based on individual needs of students and staff members. Accessibility is a major focus at SCSDB.











6 Years Kelly's Kids Enrollment (Campus Enrollment)

16 18 16 16 21 16 16 16 61









6 Years Early Intervention Enrollment 691 556 552 442 507 As Needed 506 As Needed 62

Reasoning for missing 2014-15 Target Value, if missed? Goal MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Through a partnership with First Steps-Baby Net, SCSDB provideds early intervention to children with vision and/or hearing impairments and their families across the

state of South Carolina. Services are based on need and referrals from Baby Net.


Standard

Provide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services Comparison of actual performance to target value Goal Met




Services are provided to children ages 0 to 3. A need exists to expand such services to 4 and 5 year old children and their families. Such services would be reimbursable under Medicaid. SCSDB plans to explore such expansion during budget process of the next legislative session.

Provide the names of employees who are responsible for… Terri Cross, Program DirectorComparison of actual performance to target value Goal Met




Through a partnership with First Steps-Baby Net, SCSDB provideds early intervention to children with vision and/or hearing impairments and their families across the state of South Carolina. Services are based on need and referrals from Baby Net.

Reasoning for 2014-15 Target Value? Through a partnership with First Steps-Baby Net, SCSDB provideds early intervention to children with vision and/or hearing impairments and their families across the state of South Carolina. Services are based on need and referrals from Baby Net.

Was 2014-15 Target a standard target, moderate challenge or a Standard



Kelly's Kids is a program that exists as a result of a partnership between SCSDB and First Steps. SCSDB provides much needed early childcare for children with sensory impairments in the Spartanburg area.

Reasoning for 2014-15 Target Value? Based on program guidelines and staffing availability/funding, the program typically is at capacity with 16 children.

Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Goal MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Based on program guidelines and staffing availability/funding, the program typically is at capacity with 16 children.

Is the 2014-15 Target a standard target, moderate challenge or a Standard











5 Years Students Served-Deaf/Blind Project

N/A 98 127 133 130 As Needed 65 As Needed 63









6 Years Instructional Resource Center/Braille Production Center-Students Served

126 121 207 189 163 As Needed 181 As Needed 64

Goal MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Materials are provided as needed.Is the 2014-15 Target a standard target, moderate challenge or a StandardProvide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services



may be worker or management controllable; (3) to attain a new state

Correction is not needed at this time; however, the increased need in services this year along with the ability to develop tactile graphics has realized a need for future increased funding to meet employment costs at the prison.

Making any changes needed to ensure the target value is reached Technology has been expanded to meet needs of this program.Names and Titles of individuals who set this as a performance Scott Falcone, Director of Outreach Services

Comparison of actual performance to target value Goal MetDetermination of whether corrective action is necessary (key N/A



Instructional Resource Center/Braille Production Center provides Braille textbooks and instructional materials for children across the state of South Carolina. Large print materials are also created at the campus center. Braille materials are created through a partnership with Leath Correctional Facility.

Reasoning for 2014-15 Target Value? Materials are provided as needed.Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed?


Services are provided through the Deaf/Blind Project based upon need for services across the state of South Carolina. The Deaf/Blind Project is a federal program and SCSDB is the agency awarded this project through a grant from the US Department of Education.

Reasoning for 2014-15 Target Value? Services are provided through the Deaf/Blind Project based upon need for services across the state of South Carolina. The Deaf/Blind Project is a federal program and SCSDB is the agency awarded this project through a grant from the US Department of Education.

Was 2014-15 Target a standard target, moderate challenge or a StandardReasoning for missing 2014-15 Target Value, if missed? Goal MetWork being done to improve deficiences? N/AReasoning for 2015-16 Target Value? Services are provided through the Deaf/Blind Project based upon need for services across the state of South Carolina. The Deaf/Blind Project is a federal program and

SCSDB is the agency awarded this project through a grant from the US Department of Education.


Standard

Provide the names of employees who are responsible for… Scott Falcone, Director of Outreach Services

Making any changes needed to ensure the target value is reached SCSDB would need additional budget authority to be able to expand such services that are reimbursable under Medicaid.




REVIEWS/AUDITS






EEO Annual Reports State OHR-Annual Reports External-State OHR State OHR Annually Annually

HR Audit Report Audit of Delegated Transactions

External-State OHR State OHR July 1, 2012 June 30, 2014

Title II Audit Title II Audit of Federal/State Grant



February 26, 2013 May 13, 2013























Fewer sensory disabled children served by qualified, certied staff




LAWS AS BASIS













1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # S5.1Description Develop and implement a

staff recruitment planPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

Students were provided instruction by certified, highly qualified staff, particularly in critical need areas.



12 Months








Support Costs Apportioned SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5Direct Costs of Results SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5Total Costs of Results SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5


PARTNERS











2015-16 Targets




REVIEWS/AUDITS












February 26, 2013 May 13, 2013
















LAWS AS BASIS


Title II Highly Qualified Teachers









1


2


7

Title II Highly Qualified Teachers 4

STRATEGY OR OBJECTIVEStrategy or Objective # O5.1.1Description Attend recruitment fairs to

seek highly qualified staffPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

The HR director participated in recruitment events seeking highly qualified staff.



12 Months









PARTNERS











2015-16 Targets




REVIEWS/AUDITS












February 26, 2013 May 13, 2013















LAWS AS BASIS







1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O5.1.2Description Recruit highly qualified staff

from colleges and universities prior to graduation


SCSDB partnered with local colleges and teacher cadet programs in high schools to create an awareness of SCSDB and the opporunities available.


RESPONSIBLE LEADName Monique Callaham





Length of Time (individual has been responsible for goal, strategy or objective) in months

12 Months






PARTNERS











2015-16 Targets














REVIEWS/AUDITS












February 26, 2013 May 13, 2013




























LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O5.1.3Description Establish partnerships with

major universities to recruit highly qualified staff


Partnerships were developed with institutions of higher learning.


RESPONSIBLE LEADName Maggie ParkLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Past PresidentOffice Address 355 Cedar Springs Road,

Spartanburg, SC 29302Dept/Divison President's Office Dept/Division Summary The President's Office is the






PARTNERS


University of SC Upstate Vision Teacher Certification Program

Converse College Deaf/Hard of Hearing Teacher Certification Program









2015-16 Targets




REVIEWS/AUDITS












February 26, 2013 May 13, 2013
















LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O5.1.4Description Develop recruitment materials

to give to potential staff


Recruitment materials and presentation boards are available.


RESPONSIBLE LEADName Katie RiceLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position The President's Office is the Agency Head Office and associated areas of supervision.


Dept/Divison Chief Information OfficeDept/Division Summary The Chief Information Office


MONEY SPENTType of Cost Cost Includes 2013-14 Actual 2014-15 Planned 2014-15 Actual 2015-16 PlannedSupport Costs Apportioned SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5



Direct Costs of Results SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5Total Costs of Results SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5


PARTNERS











2015-16 Targets




REVIEWS/AUDITS












February 26, 2013 May 13, 2013















LAWS AS BASIS







1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # S5.2Description Develop and implement a

student recruitment planPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

An analysis of student exit information provided focus for areas of improvement in student recruitment.


RESPONSIBLE LEADName Linda CoonLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months





Position Director of Student Services/Special Education


Dept/Divison Office of Student ServicesDept/Division Summary The Office of Student

Services oversees special education, records, student advocacy, state reporting, campus reception and mail, student recruitment, and community relations.



PARTNERS











2015-16 Targets














REVIEWS/AUDITS












February 26, 2013 May 13, 2013




























LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O5.2.1Description Develop recruitment materials

for parents and school districts


Recruitment materials are available and shared with parents/local school districts.


RESPONSIBLE LEADName Katie RiceLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position The President's Office is the Agency Head Office and associated areas of supervision.


Dept/Divison Chief Information OfficeDept/Division Summary The Chief Information Office


MONEY SPENTType of Cost Cost Includes 2013-14 Actual 2014-15 Planned 2014-15 Actual 2015-16 PlannedSupport Costs Apportioned SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5



Direct Costs of Results SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5Total Costs of Results SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5 SEE GOAL 5


PARTNERS











2015-16 Targets




REVIEWS/AUDITS












February 26, 2013 May 13, 2013















LAWS AS BASIS







1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O5.2.2Description Develop and implement a

retention plan to include evaluation of exit survey information


Exit survey data demonstrated areas of focus for improvement.


RESPONSIBLE LEADName Linda Coon





Length of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Director of Student Services/Special Education


Dept/Divison Office of Student ServicesDept/Division Summary The Office of Student

Services oversees special education, records, student advocacy, state reporting, campus reception and mail, student recruitment, and community relations.



PARTNERS











2015-16 Targets












REVIEWS/AUDITS












February 26, 2013 May 13, 2013





























LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O5.2.3Description Provide an opportunity for

Outreach staff to visit campus on a regular school day as part of developing ambassadors for SCSDB


Outreach staff is better informed of campus program and serve as important links between local school districts and school program.


RESPONSIBLE LEADName Scott FalconeLength of Time (individual has been responsible for goal, strategy or objective) in months

12 Months

Position Director of Outreach Services

Office Address 101 Executive Center Drive, Suite 120, Saluda Building, Columbia, SC 29210

Dept/Divison Statewide Division of Outreach Services



Dept/Division Summary The Statewide Division of Outreach Services oversees programs at all three locations to include Spartanburg Campus, Colson Center in Charleston, and Outreach Center in Columbia. Programs of supervision include Braille Production Center, Instructional Resource Center, Kelly's Kids, Interpreting Services, Vision Services, Deaf/Hard of Hearing Services, Early Intervention, First Step Partnerships, and SCDOE Partnerships.



PARTNERS











2015-16 Targets








Work being done to improve deficiences? SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 5



REVIEWS/AUDITS












February 26, 2013 May 13, 2013
























Reasoning for 2015-16 Target Value? SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 5Is the 2014-15 Target a standard target, moderate challenge or a SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 5







LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O5.2.4Description Provide an opportunity for

division/department staff members to visit schools as part of developing ambassadors for SCSDB


SCSDB operates in a more seamless unit rather than individual departments.



12 Months









PARTNERS











2015-16 Targets




REVIEWS/AUDITS







SEE PERFORMANCE MEASURE INFORMATION FOR GOAL 5









Determination of whether corrective action is necessary (key








February 26, 2013 May 13, 2013


























LAWS AS BASIS











1


2


7

STRATEGY OR OBJECTIVEStrategy or Objective # O5.2.5Description Create a virtual tour of

SCSDBPublic Benefits (Type of public benefit provided or public harm prevented by accomplishment of the strategy or objective (i.e. tangible benefit realized by citizens))

A virtual tour of Walker Hall is available on school webpage.



12 Months








PARTNERS











2015-16 Targets




REVIEWS/AUDITS












February 26, 2013 May 13, 2013































1. Insure SCSDB works with the SCDOE and SCCIO to develop such resources, as needed. 2. Insure that SCSDB collaborates with other entities to guide improvements. 3. Provide support for any needed program expansion to meet goal/strategy/objective.






LAWS AS BASIS







1


2


7




Budget Search



Resources utilized to Complete ChartCost N/ATotal Employee Time 10 Minutes# of Employees who worked on it 1

Similar Information Requested Information Requested below is also requested in…Other Report: N/AQuestion # of the Other Report: N/A

Search Available to Perform Information Search would Provide

Instructions: Please list the types of searches the agency can perform within the electronic version(s) of its budget, maintained at the agency (i.e. budget by year, office, department, program, etc.), and the information the search would provide. NOTE: Responses are not limited to the number of rows below that have borders around them, please list all that are applicable.

Using,SCEIS,func=on,FMAVCRO1,our,agency,has,the,ability,to,view,budget,reports,for,the,agency,as,a,whole,or,by,individual,program/division.,Using,this,same,func=on,we,can,dis=nguish,between,Opera=ng,and,Personnel,budget.,The,Funds,Management,reports,in,SAP,(SCEIS),give,us,the,tools,we,need,to,effec=vely,view,,report,and,manage,the,various,program,budgets,at,SCSDB.,,,SCSDB,is,currently,working,to,provide,increased,detail,for,for,2015$2016,Budget,Year,in,order,to,more,effec=vely,align,the,budget,to,strategic,goals.,

Agency Feedback



Cost $25.00 Total Employee Time 30 Minutes# of Employees who worked on it

1



Other Report: N/AQuestion # of the Other Report: N/A

The document is well designed. Strategic Plan-Objective Details is a culminating document. Formuls to auto-popuplate would be helpful

As a state agency, SCSDB strives for transparancy in all manners. The information included is this report is information SCSDB collects on a regular basis as a means to drive efforts for continuous improvement. Stakeholder involvement is a key component to continuous improvement, thus, providing an additional means for public access is important.

One of the greatest benefits is the awareness this endeavor provides of SCSDB. SCSDB is a multifaceted agency that includes school programs, outreach services, and partnership programs. This model creates an efficient means to provide much needed services to children with sensory impairments. Understanding the full breadth of the agency affords SCSDB to maintain efforts for continuous improvements.

SCSDB maintains agency dashboards that are finalized at the end of each by each division. SCSDB also strategically plans annually. Thus, although this study did require an additionaly commitment of time from staff, a negative impact was avoided because of the agency's regular commitment to data collection. For the future, SCSDB looks forward to focusing efforts to establish goals that align more closely to program areas and funding.

Often times, in recent years, SCSDB has collected a vast amount of data. This study/analysis has afforded the agency to reflect on this information and consider how such information can guide efforts to improve long range planning.

Please add any other feedback the agency would like to provide (add as many additional rows as necessary)


Please list 2-3 benefits in performing a study of the agency that the agency sees the Committee having by having the information requested in this report available and in this format.

Now that the agency has completed the report, please list 2-3 things the agency could do differently next time (or it could advise other agencies to do) to complete the report in less time and at a lower cost to the agency.

Instructions: Please answer the questions below to provide feedback to the Committee on this Program Evaluation Report.

Please list changes to the Report questions, format, etc. the agency recommends to Committee.

Please list 2-3 benefits the agency sees in the public having access to the information requested in the report, in the format it was requested.

Agency Contacts



Current Head of Agency Primary Contact Secondary ContactDate of Hire July, 2012 July, 2012Name Page B. McCraw Page B. McCraw Scott RamseyPhone 864-577-7500 864-577-7500 864-577-7522Email [email protected] [email protected] [email protected]. email (if applicable) [email protected] [email protected] [email protected] AddressStreet 355 Cedar Springs Road 355 Cedar Springs Road 355 Cedar Springs RoadCity, State Spartanburg, SC Spartanburg, SC Spartanburg, SCZip Code 29302 29302 29302

Instructions: Please list the contact information for the Current Head of the Agency first. Next, please provide the contact information for individuals at the agency the Legislative Oversight Committee should contact regarding the Oversight Study. Any correspondence from LOC about meeting or hearing dates and times, questions from the Committee, etc. will go to the Primary Contact and, if unavailable, the Secondary Contact. If the individuals serving as primary or secondary contact change or if the contact information for the primary or secondary contact change, the agency is responsible for informing LOC. If the agency wants to have the Current Head of the Agency serve as the Primary or Secondary Contact, please include that individuals information next to "Current Head of Agency" and then again next to Primary or Secondary Contact.

Agency Glossary



Cost in Employee Time $50.00Total Employee Time 1 hour# of Employees who worked on it 1

Similar Information Requested Information Requested below is also requested in…Other Report:Question # of the Other Report:

Term, Phrase or Acronym Meaning of the Term, Phrase or AcronymADEPT Assisting, Developing, Evaluating Professional TeachingCEASD Conference of Educational Administrators of Schools and Programs for the DeafCFO Chief Financial OfficerCIO Chief Infomration OfficerCSA Cedar Springs AcademyCTE Career and Technology EducationEAA Educational Accountability ActEEO Equal Employment OpportunityEOC Educational Oversight CommitteeEOC Education Oversight CommitteeEPMS Employee Performance Management SystemESEA Elementary and Secondary Education ActFY Fiscal YearHR Human ResourcesIDEA Individuals with Disabilities ActIDEA Individuals with Disabilities Education ActIEP Individual Education PlanIEP Individualized Education ProgramIRC Instructional Resource CenterIT Information TechnologyO&M Orientation and MobilityOT Occupational TherapyPADEPP Principals, Assisting, Developing, Evaluating Professional PerformancePT Physical TherapyRAC Restricted Alternate CertificationSACS Southern Association of Colleges and Schools SACS/CASI Schools Council on Accreditation and School ImprovementSCASA South Carolina Association for School AdminstratorsSCCIO South Carolina Chief Information OfficeSCDOE South Carolina Department of EducationSCEIS South Carolina Enterprise Information SystemSCOHR South Carolina Office of Human ResourcesSCSBA South School Board AssociationSCSDB SC School for the Deaf and the BlindSCSDB South Carolina School for the Deaf and the BlindSIC School Improvement Council

Instructions: Please list the terms, phrases or acronyms the agency uses which the Committee or general public may not know, along with the meaning of the term, phrase or acronym. NOTE: Responses are not limited to the number of rows below that have borders around them, please list all that are applicable.


Transportation Infrastructure Bank, StateDeaf and the Blind, School for the Blind, Commission for thePublic Safety, Department ofTreasurer, S.C. Office of the

By practice the requirements in the law are no longer performed by the agencyThe requirements in the law are performed by another agencyThe Committee should consider adding to the law standard qualifications for certain positions within the agencyThe law prohibits or makes it more difficult to implement ideas or plans which may decrease administrative costs, increase efficiency, allow the agency to focus more on its mission, etc.Other

Types of Partner Entities (PartnerEntityType)Non-ProfitFederal AgencyState AgencyPrivate CompanyIndividualBoardCommitteeOther

Types of MeasuresOutcome MeasureEfficiency MeasureOutput MeasureInput/Explanatory Measure

program*evaluation*report* agency* · pdf fileprogram*evaluation*report ... o2.1.4 provide...

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programevaluationreport* agency* · pdf fileprogramevaluationreport ... o2.1.4 provide...